IRature 


for 


Copyright  1906 


By  Persis  K. 
Supervisor  of  Practice  Public  Schools 
Baltimore, 


2OG5G43 


FIRST  GRADE. 
Lessons  with  Animals. 

BIRDS. — English  Sparrow. 
Common  Crow. 
Downy  Woodpecker. 

Pets  and  Domesticated  Animals. 

Home  pets  of  the  children. 

School  pets  owned  and  cared  for  by  the  class. 


Lessons  with  Plants. 


Flower  and  vegetable  raising. 
Competitive  flower  raising. 
Window  gardens. 


Gardens. 


Lessons  with  soil  and  germination  that  will  make  the  children 
more  intelligent  in  the  care  of  plants. 

Trees. 

Study  one  tree  throughout  the  year. 

Weather  Conditions. 

CHART. — Picture  of  day. 

•  Picture  of  moon. 

Stories  of  the  winds.  Stories  of  the  moon. 

Stories  of  the  sun.  Stories  of  the  stars. 

Stories  of  clouds. 

Incidental   lessons  with  plants,  animals,  and   minerals  brought   by   the 
children  :     Songs,  stories,  myths,  poems,  legends. 


SECOND  GRADE. 
Lessons  with  Animals. 

BIRDS. — English  Sparrow. 
Robin. 

Common  Crow. 
Bluebird. 
Chickadee. 
Junco. 

Pets  and  Domesticated  Animals. 

Home  pets  of  the  children . 

School  pet  owned  and  cared  for  by  the  children. 


Lessons  with  Plants. 


Flowers  and  vegetable  raising. 
Competitive  flower  raising. 
Window  gardening. 


Gardens. 


Lessons  with  soil  and  germination  that  will  make  children  more 
intelligent  in  the  care  of  plants. 

Trees. 

Study  two  trees  throughout  the  year.     One  of  these  may  be  the 
one  previously  studied  in  the  first  grade. 

Weather  Conditions. 

CHART — Throughout  the  year.  Picture  of  the  day. 

CLOUDS — In  a  very  general  way.  Winds  in  a  very  general  way. 

Incidental  lessons  with  plants,   animals,  and   minerals  brought  by  the 
children  :     Songs,  stories,  myths,  poems,  legends. 


BIRDS. 
First  and  second  grades. 

List  of  birds'  names  for  study  for  the  year.  This  list  is 
suggestive  only.  It  consists  of  birds  common  around  the  city 
and  includes  both  winter  and  summer  residents. 

First  Grade.  Second  Grade. 

English  Sparrow.  English  Sparrow. 

Downy  Woodpecker.  Common  Crow. 

Common  Crow.  Review  the  two  above,  they 

must  be  types  to  city  children. 

Robin. 

Bluebird. 

Chickadee. 

Junco. 

For  identification  see  Blanchan.     Bird  Neighbors. 

For  an  insight  into  the  meaning  of  the  common  actions  of 
birds,  for  good  stories  from  bird  observers  see  the  following  : 

English  sparrow.  Seton.  Lives  of  the  hunted,  p.  107. 
"  A  Street  Troubadour,"  being  the  adventures  of  a  cock  spar- 
row. (A  story  of  considerable  length.)  John  Burroughs. 
Winter  Neighbors,  p.  70. 

Common  Crow.  Wm.  J.  Long.  Wild  Woodfolk,  p.  101. 
Chapter  entitled,  Crow- Ways.  The  same  can  be  found  in 
Fowls  of  the  Air,  p.  235. 

Olive  Thorne  Miller.  Little  Brothers  of  the  Air.  Chapter 
called  the  Comical  Crow  Baby,  p.  236.  (Good.) 

Seton.  Wild  Animals  I  have  Known.  Silverspot.  (Story 
of  some  length.)  Olive  Thorne  Miller.  Second  Book  of  Birds, 
p.  117.  (Good.) 

John  Burroughs.     Wake  Robin,  p.  131. 

John  Burroughs.  Riverby,  p.  120.  (Manners  of  the 
crow.) 

Downy  Woodpecker.  John  Burroughs.  A  Year  in  the 
Fields,  p.  24.  (Good.) 

John  Burroughs.     Winter  Neighbors,  p.  84. 

American  Robin.  Olive  Thorne  Miller.  My  Saturday 
Bird  Class,  p.  i. 


Bluebird.  Olive  Thorne  Miller.  In  Nesting  Time.  Chap- 
ter V.  (Good.) 

Chickadees.  Win.  J.  Long,  Ways  of  Wood  Folks,  p.  135; 
also  p.  143.  (This  is  also  found  in  Fowls  of  the  Air.  WTm. 
J.  Long,  p.  63.) 

Win.  J.  Long.     vSecrets  of  the  Woods,  p.  135. 

John  Burroughs,  Wake  Robin,  p.  104.      (Nest.) 

The  following  references  are  for  the  general  seasonal  read- 
ing of  the  teacher,  and  are,  as  the  writers  indicate,  interpretive. 

Spring. 

John  Burroughs.     Signs  and  Seasons. 

Chap.  IV,  Tragedies  of  the  Nest. 

Chap.  X,   Bird  Enemies. 
John  Burroughs.     Winter  Sunshine. 

Chap.  X,  A  March  Chronicle. 
John  Burroughs.      Birds  and  Poets. 

Chap.  IV,  April. 
John  Burroughs.     Wake  Robin. 

Chap.  I,  The  Return  of  the  Birds. 

Chap.  IV,   Birds'   Nests. 

Chap.  V,  Spring  at  the  Capital. 
Wm.  Hamilton  Gibson.     Sharp  Eyes. 

Chap.  I,  Spring  (excellent  general  reference.) 

Summer. 

Wm.  H.  Gibson.     Sharp  Eyes. 

Chap.  II,  Summer. 
Fall. 

John  Burroughs.     Winter  Sunshine. 

Chap.  VI,   Autumn  tides. 

Chap.  II,  The  Apple. 
Wm.  Hamilton  Gibson.     Sharp  Eyes. 

Chap.  Ill,   Autumn.  (Excellent  general  reference) 
Winter. 

John  Burroughs.     Signs  and  Seasons. 

Chap.  VII,  Winter  neighbors. 

Chap.  Ill,   Hard  fare. 
Wm.  H.  Gibson.     Sharp  Eyes. 

Chap.  IV,  Winter  (Excellent  general  reference.) 


So  long  as  the  English  sparrow  is  our  common  city  bird, 
it  must  be  the  one  most  studied  by  city  children.  We  must 
have  some  bird  for  a  standard  with  which  to  compare  others. 
"  As  large  as  the  English  sparrow,"  "flies  like  the  English 
sparrow,  &c."  So  study  this  sparrow  thoroughly  even 
though  we  may  be  pretty  well  agreed  that  he  is  not  a  desirable 
bird  when  we  recall  birds  that  were  here  before  he  was  intro- 
duced, and  consider  work  they  did,  and  he  does  not  do,  in  the 
protection  of  trees.  Indeed,  "  no  doubt  the  time  is  near  at 
hand  when  we  shall  have  to  wage  serious  war  upon  these 
sparrows  as  long  as  they  have  had  to  do  it  on  the  continent  of 
Europe." — Burroughs.  But  it  is  perhaps  best  that  we  do  not 
prejudice  the  children  against  him  but  let  him  settle  his  own 
case  with  them,  leading  them  to  draw  conclusions  from  the 
knowledge  they  get,  first  hand,  through  continued  observation 
of  his  ways. 

Suggested  flethod. 

Start  with  a  story  of  some  of  the  common  things  3  on  see 
the  sparrows  do  on  your  way  to  school — the  simplest  things 
are  good  if  they  are  your  own  ;  you  will  tell  them  with  a  zest 
that  can  not  be  gi:;en  the  story  of  someone  else. 

Following  is  suggestive  only.     It  is  a  true  story. 

Place  ;  North  Ave.  and  Linden,  small  triangle  opposite 
grocery. 

"Just  outside  the  little  triangle  a  number  of  English 
sparrows  were  busy  as  they  could  be  picking  up  something 
from  the  ground.  I  wanted  to  see  what  they  were  eating  so  I 
walked  around  the  triangle  to  get  nearer.  Then  I  saw  one 
little  fellow  with  a  short  tail  which  I  took  to  be  a  young  one. 
I  also  noticed  a  number  of  sparrows  sitting  on  the  low  fence 
around  the  triangle.  But  I  saw  something  else.  The  old  cat 
that  lives  in  the  grocery  on  the  corner  was  stealing  across  the 
street— so  softly  I  think  she  must  have  been  coming  on  her 
tiptoes  for  I  could  not  hear  her,  and  I  was  afraid  the  birds 
would  not  either,  though  she  crept  closer  and  closer  to  them 
while  they  kept  on  eating.  But  I  think  they  must  have  seen 
her  all  the  time,  for  when  she  came  a  little  nearer,  they 


hopped  away,  all  but  the  little  fellow  with  the  short  tail  ;  and 
the  old  cat  was  just  ready  to  spring  on  him,  when  flash  !  came 
old  Mother  Sparrow  from  the  fence  crying,  and,  "fly,  be 
quick  !"  she  seemed  to  say  to  her  little  son.  And  he  did.  The 
old  cat  jumped,  bounced,  but  just  missed  him." 

Tell  the  children  that  to-morrow  they  may  play  sparrow 
game.  All  who  know  how  to  be  little  sparrows  must  look  at 
the  sparrows  to  learn  how.  That  is — i.  To  get  over  the 
ground  like  sparrows  (Hop).  2.  To  eat  like  sparrows.  3.  Fly 
like  sparrows.  (If  this  seems  too  much  to  see  in  one  day,  give 
only  one  action  and  fit  a  story  to  this  movement.) 

The  next  day  let  all  who  can  get  over  the  ground  like 
sparrows  show  you.  (When  children  play  bird  they  must  be 
quiet.  If  a  child  starts  hopping  noisily,  ask  him  if  he  heard 
the  birds.)  All  who  can  eat  like  sparrows,  stand  and  find 
crumbs  on  their  desks.  Can  they  fly  like  sparrows  ?  Now 
select  for  your  play.  Who  shall  be  the  birds  on  the  ground  ? 
Who  the  Mother  bird  ?  Who  the  old  cat  ?  W7ho  the  little 
bird  ?  As  you  tell  the  story  the  children  act  it.  A  child  will 
have  to  be  alert  to  be  the  Mother  spanow  and  chirp  in  time  to 
get  the  little  one  away  from  danger  ;  the  little  sparrow  must  be 
prompt  or  the  old  cat  will  have  him  and  change  the  ending  of 
the  story.  And  because  of  this  required  alertness  it  affords  an 
excellent  training  for  the  listless  child  who  does  not  do  things 
on  time.  Play  the  same  game  over  and  over.  Children  like 
the  old  ones  bet.  Only  let  the  play  be  spontaneous  ;  anything 
like  drill  loses  the  point  of  the  work  which  is  the  expression  of 
their  observation  of  bird  actions  through  play. 

Continue  to  tell  simple  stories  of  the  things  you  have  seen 
birds  do  and  to  play  them  until  children  see  things  which  they 
wish  to  tell. 

Draw  the  English  sparrow.  Free  cutting  of  stories.  Lay 
it  in  lentils,  life  size.  Mould  in  clay. 

Then  let  them  tell  their  own  stories  and  act  them,  such  as 
are  worth  emphasizing,  for  the  teacher  must  keep  in  mind 
a  basis  of  selection.  Not  all  reports  will  be  worth  using. 


Use  such  Stories  as 

1 .  Show  right  feeling  toward  birds. 

2.  Care  of  the  young. 

3.  Observation  of  birds'  habits. 

4.  Have  dramatic  possibilities. 

5.  That  lend  themselves  to  blackboard  illustration 
for  reading  lessons. 

6.  Lend  themselves  to  free  cutting  or  outlining  in 
lentils. 

As  the  year  progresses  do  the  children  as  a  class  take  de- 
light in  telling  the  simple  things  they  have  seen  the  birds  do  ? 
Is  this  always  based  on  the  personal,  "I  saw"  ?  Do  they 
enjoy  playing  little  English  sparrow  stories  that  show  action  ? 
Have  they  seen  how  he  bathes  in  water  (to  keep  himself 
clean)?  In  dust  (to  destroy  bird  lice)?  Do  they  know 
some  of  the  things  he  eats  ?  Have  they  seen  a  nest  ?  (This 
should  be  part  of  the  property  of  every  primary  schoolroom  ; 
it  is  the  only  legitimate  tangible  thing  about  a  bird  that  can 
come  into  it.)  Do  they  know  some  of  the  things  the  birds 
put  into  the  nest  in  the  building  of  it  ?  Have  they  traced 
where  the  bird  found  the  material  ?  Do  they  know  where 
some  of  the  birds  stay  at  night  ?  Have  they  noticed  how  some 
of  the  birds  shake  their  feathers  over  their  feet  to  keep  them 
warm  on  cold  days  ?  Can  they  tell  Jack  (by  his  brown  tie) 
from  Jenny,  (with  her  grey  front)  ?  Have  they  found  things 
in  the  room  the  same  colors  as  the  sparrows  ?  Do  they  begin 
to  show  that  they  are  noticing  the  quarrelsome  disposition 
of  the  sparrows  ?  All  these  questions  apply  as  well  to  the 
winter  and  spring  as  to  the  fall,  since  they  suggest  continued 
observation,  not  a  list  of  facts  to  be  learned.  One  can  never 
teach  all  there  is  about  a  bird  while  it  is  alive. 

Work  toward  these  things,  do  not  force  them,  nor  is  it 
expected  that  any  one  teacher  will  cover  all  of  them;  but  play 
birds,  model  birds,  draw  them  as  well  as  talk  about  them, 
and,  if  the  weather  is  hard  on  them,  feed  them. 


10 

The  Sparrow's  Nest. 

Put  together,  odds  and  ends. 

Picked  up  from  enemies  and  friends, 

See  bits  of  thread,  and  bits  of  rag, 

Just  like  a  little  rubbish  bag. — MARY  HowiTT. 

For  full  poem,  see  Nature  in  Verse,  p.  225. 

The  Downy  Woodpecker. 

Very  few  city  children  have  seen  this  bird  or  are  even 
likely  to  see  it  during  the  lessons  about  it.  But  there  must  be 
some  bird  lessons  that  are  inspiration  lessons,  knowing  that 
"  when  we  have  the  bird  in  the  heart  we  will  find  it  in  the 
bush."  Make  a  story  of  this  and  tell  the  children  of  the  little 
bird  that  makes  a  snug  home  for  himself  before  cold  weather 
sets  in  so  he  may  be  comfortable  all  winter.  Tell  them  of  the 
little  round  front  door  that  opens  into  a  little  round  hall  that 
runs  back  a  few  inches  into  the  tree,  then  turns  and  runs 
down  a  few  inches,  and  there  at  the  end  of  the  hall  in  the 
heart  of  the  tree  is  the  nest  of  this  little  bird  who  lives  all  by 
himself  all  winter.  "It  is  a  satisfaction  during  the  cold  and 
stormy  winter  nights  to  know  he  is  warm  and  cosey  there  in 
his  retreat.  When  the  day  is  bad  and  unfit  to  be  abroad  he  is 
in  there  too." — Burroughs. 

What  do  you  think  he  has  for  breakfast  ?  For  dinner  ? 
He  finds  his  meals  on  the  trees.  And  what  do  you  think  he 
finds  ?  Sometimes  caterpillars  that  have  rolled  themselves  up 
under  the  bark  ;  sometimes  eggs  that  old  mother  flies  have 
hidden  under  the  bark,  and  many  other  things  that  the  old  tree 
does  not  want.  Sometimes  he  has  trouble  to  get  enough  to 
drink  when  the  streams  are  frozen.  Tell  how  he  looks.  (See 
Blanchan  for  description  and  picture.)  Tell  the  children, 
also,  how  some  people  put  out  things  that  they  know  he  likes, 
for  this  bird  to  eat.  A  bone  upon  my  window  sill  attracts 
both  nuthatches  and  downy  woodpeckers.  A  bone  nailed  to  a 
tree  a  few  feet  from  the  window  attracts  crows  as  well  as  lesser 
birds.  Even  the  slate-colored  snow-bird,  a  seed  eater,  comes 
and  nibbles  at  it  occasionally.  The  bird  that  seems  to  think 
he  has  the  best  right  to  the  bone  both  upon  the  tree  and  upon 
the  sill  is  the  downy  woodpecker,  my  favorite  neighbor  among 
the  winter  birds." — BURROUGHS. 


11 

This  is  story  work  for  the  winter  time,  but  looking  for 
the  woodpecker  must  extend  into  the  spring.  (There  are  two 
woodpecker  holes  in  the  same  old  trees,  east  of  the  Maryland 
Building,  in  Druid  Hill  park.) 

Mold  section  of  branch  with  round  front  door;  mold 
woodpecker.  Draw  with  colored  crayons.  Lay  in  lentils,  life 
size.  Free  cutting. 

The  above  lessons  are  suggestive  of  the  two  types  of  bird 
lessons — one,  a  series  of  observations  of  birds  we  can  all  see; 
two,  the  inspirational  lesson  in  which  we  use  pictures  of  the 
birds  and  stories  of  them  to  inspire  children  to  look  for  them 
and  to  love  them. 

The  Red  Headed  Woodpecker.  Cooke.  Nature  Myths, 
p.  29.  Appropriate  for  any  woodpecker  chat;  have  even  the 
red  patch  on  the  head.  The  treatment  of  these  birds  suggests 
lessons  with  others.  For  information  see  references.  Always 
consult  Blanchan,  Bird  Neighbors. 

The  Common  Crow.    (See  suggestions  for  English  Sparrow  and  Downy 
Woodpecker. 

Have  the  children  watch  for  crows,  especially  toward 
night.  Where  did  they  see  them?  Point  in  the  direction 
toward  which  they  were  flying.  (Have  the  children  tell  by 
the  setting  sun.)  Show  how  the  crow  flies.  Show  how  the 
English  sparrow  flies.  If  the  children  have  noticed  the 
flight  of  these  birds  it  will  be  apparent  when  they  play  "crow" 
and  "English  sparrow."  If  no  difference  is  shown,  have 
them  look  again.  As  they  observe  more  keenly,  they  will 
imitate  so  closely  that  the  class  can  tell  whether  they  are 
crows  or  sparrows.  Continue  a  minute  or  two  quick,  lively 
playing  each  day  until  you  have  the  children  observing  keenly, 
when  the  imitation  will  take  care  of  itself.  In  one  first  grade  the 
children  on  a  field  lesson  saw  turkey  buzzards  flying  over  them, 
and  the  teacher  noticed  one  little  girl  with  her  face  uplifted 
and  her  little  arms  outstretched  imitating  the  flight  of  the 
birds — a  long  float,  then  two  or  three  flaps  of  the  wings,  then 


12 

a  float,  and  the  little  girl  seemed  almost  to  float  herself  so 
intent  was  she  upon  the  bird's  motion.  Children  will,  of 
course,  catch  from  each  other,  but  do  not  show  them  how  it  is 
done  and  do  not  suggest  by  questions. 

Have  they  heard  the  crows  talking  to  each  other?  Can 
they  talk  like  a  crow?  An  English  sparrow?  What  are  they 
saying  to  each  other?  Where  do  crows  spend  the  night? 
(Crow  roosts.)  What  do  they  eat?  How  can  you  help  these 
birds  in  cold  weather?  Would  you  like  to  help  them?  Are 
they  good  friends  of  yours?  (Rather  neutral;  the  good  they 
do  destroying  grubs  is  about  balanced  by  the  grain  they  eat. ) 

Why  the  crow  is  black.    Wilson  Nature  Reader  II,  p.  141. 

Caw!    Caw!    Caw! 
Over  in  the  meadow, 

In  a  nest  built  of  sticks 
Lived  a  black  mother- crow 
And  her  little  crows  six. 
"Caw,"  said  the  mother, 
"We  caw,"  said  the  six; 
So  they  cawed  and  they  called 
In  their  nest  built  of  sticks. 

— OLIVE  A.  WADSWORTH. 

Chickadees.     (See  suggestions  for  English  Sparrow  and  Downy  Wood- 
pecker. ) 

Many  chickadees  have  been  seen  around  the  Maryland 
Building,  in  Druid  Hill  Park,  and  they  are  common  in  other 
parks  and  in  the  fields  around  the  city.  Look  for  one  your- 
self and  you  will  be  apt  to  find  him.  Tell  the  children  where 
you  saw  him,  something  you  saw  him  doing;  not  forgetting  to 
tell  how  he  calls  out  his  name,  for  he  introduces  himself. 
Tell  them  where  this  little  bird  will  spend  the  winter.  What 
can  he  find  to  eat?  ("When  heavy  snow  and,  especially,  sleet 
covers  the  trees,  be  sure  to  see  that  your  chickadees  are  pro- 
vided with  food.  A  fresh  bone  with  marrow  and  meat  on  it, 
or  a  piece  of  suet  fastened  to  the  limb  of  a  tree  and  kept  free 


18 

from  ice  from  time  to  time  may  save  dozens  of  these  precious 
lives  during  the  winter."  Hodge,  Nature  Study  and  Life.) 

Has  he  a  home  to  stay  in?  When  a  cold  night  comes 
would  you  rather  be  a  chickadee,  an  English  sparrow,  or  a 
downy  woodpecker?  Do  you  think  they  ever  have  to  go  to 
bed  without  their  supper?  Without  anything  to  drink  when 
the  streams  are  frozen?  Again,  what  can  you  do  to  help  them? 
Are  the  chickadees  good  friends  of  ours?  How?  (Probably 
no  bird  possesses  a  higher  economic  value  than  the  chickadee. 
All  summer  he  feeds  on  insects  and  all  winter  on  the  eggs 
which  they  lay  on  the  twigs  and  bark  and  around  the  buds  of 
trees.  Professor  Forbush  reports  finding  5500  eggs  of  plant 
lice  in  the  crop  of  a  chickadee,  this  number  representing  what 
the  bird  had  gathered  for  a  single  breakfast.  Hodge  Nature 
Study  and  Life.)  There  is  no  bird  that  has  been  written 
about  more  lovingly  than  this  one.  You  will  appreciate  his 
"sound  heart  and  merry  throat"  for  yourself  as  you  know  him 
better  and  realize  the  hard  conditions  that  this  little  fellow 
comes  up  against.  The  merry  throat  may  be  making  light  of 
a  very  empty  little  larder,  for  the  stout-hearted  little  black- 
cap keeps  up  a  brave  show  under  conditions  that  silence  other 
birds. 

Read  to  children  The  Chickadee,  in  Poetry  of  the  Seasons, 
p.  318. 

The   Bluebirds.     (See  suggestions  for  English  Sparrows  and  Downy 
Woodpecker. ) 

Bluebirds  are  the  first  birds  to  come  and  the  last  birds  to 
leave.  Indeed,  some  of  them  remain  the  entire  season.  The 
former  superintendent  of  Druid  Hill  Park,  Captain  Cassell, 
reported  bluebirds  and  redbirds  coming  to  his  house  each 
morning  during  the  winter  for  their  breakfasts.  They  have 
been  reported  on  the  bird  chart  by  children  of  different  school 
buildings  in  widely  separated  localities.  This  may  also  be 
true  of  the  robins,  but  they  have  not  been  so  reported  as  yet. 
This  winter  may  see  the  appearance  of  their  names  among  the 
scarce  winter  birds. 


14 

Soon  as  you  sing,  then  the  springtime  will  come, 
The  robins  will  call  and  the  honey  bees  hum, 
And  the  dear  little  pussies,  so  cunning  and  gray, 
Will  sit  in  the  willow  trees  over  the  way; 

So,  hurry,  please  do, 

Little  Bird  Blue. 

— From  Youth 's  Companion. 

The  Robin.     (See  suggestions  for  English  Sparrow  and  Downy  Wood- 
pecker. ) 

The  North  story  of  how  the  robin  got  his  red  breast.  All 
the  Year  Round,  part  III,  p.  59. 

Examine  the  English  sparrow's  nest  early  in  the  spring; 
follow  this  with  the  story  of  The  Oriole's  Nest.  Wiggin.  The 
Story  Hour.  Spring. 

Read  "Who  Stole  the  Birds  Nest?"  Graded  Literature  II, 
p.  151. 

In  the  fall  tell  "The  Crane  Express;"  in  the  Child's 
World. 

"Hiawatha's  Chickens;"   Child  Life  II,  p.  80. 

"Hiawatha's  Brothers;"   Child  Life,  p.  82. 

Play  some  of  the  bird  songs  the  children  sing.  Page  10 
Songs  of  the  Child  World,  Gaynor,  is  instanced  to  illustrate 
this. 

The  children  form  a  circle. 

Choose  the  mother  bird. 

Choose  the  father  bird. 

Choose  the  three  little  birds. 

As  the  children  sing,  "There  are  three  baby  birds  in  the 
wee,  wee  nest,"  the  old  mother  bird  stretches  out  her  arms  to 
cover  the  three  little  heads  of  the  three  little  birds,  and  as 
they  sing,  "There  are  three  hungry  mouths  to  be  filled  when 
they  cry,"  the  father  bird  flies  to  the  family  with  something 
to  eat.  And,  "There  they  rock  fast  asleep  'neath  the  evening 
sky,  Rock-a-by,  Rock-a-by,"  finishes  the  song. 

Play  the  poems  in  reading  lessons. 

Songs. — The  Bird's  Nest,  Gaynor;  songs  of  Child  World, 
p.  10.  The  Woodpecker,  Eleanor  Smith;  Primer,  p.  82. 


"They  shall  not  hurt  nor  destroy  in  all  thy  holy  mountain, 
for  the  earth  shall  be  full  of  the  knowledge  of  the  Lord  as  the 
waters  cover  the  sea." 

ISAIAH  XI. 

PETS  AND  DOMESTICATED  ANIMALS. 

"Pets  are  the  child's  natural  introduction  to  animal  life. 
By  their  means  the  knowledge  gained  of  the  animal  as  a  whole, 
its  habits,  life,  individual  character,  intelligence,  disposition, 
affection  for  its  master,  its  health  and  well  being,  is  infinitely 
more  living  and  real  than  that  imparted  b}T  any  other  method 
of  instruction.  By  its  associations  with  the  child's  spontaneous 
activities  in  caring  for  his  pet,  this  knowledge  becomes  a  part 
of  his  life  and  will  thus  enter  into  the  formation  of  his  char- 
acter to  exert  its  civilizing  influence  as  long  as  he  lives.  Of 
how  little  value,  compared  with  this,  is  learning  of  names, 
schemes  of  classification,  or  anatomical  structures. 

In  the  development  of  the  child's  emotional  and  moral  lite 
this  relation  to  his  living  pet  is  of  even  greater  importance. 
Nothing  is  better  fitted  to  develop  patience  and  conscientious 
carefulness  than  the  daily  attention  to  its  needs.  Unselfish- 
ness is  fostered  by  this  care  and  by  the  generous  sharing  of  his 
good  things  with  his  humble  friend."  Hodge's  Nature  Study 
and  Life. 

The  following  steps  are  planned  toward  the  accomplish- 
ment of  the  above.  The  order  is  not  significant: 

1.  Stories  of  home  pets. 

2.  The  visits  of  these  pets  to  the  school. 

3.  The  care  of  a  school  pet. 

FIRST   GRADE. 
Stories  of   Home  Pets.  (September  and  October.) 

Nature-Study  for  little  children  who  have  just  left  the 
home  for  the  school,  forming,  as  it  does,  a  link  between  the 
two,  makes  much  of  the  things  that  children  play  with  every 
day — the  pet  dog,  the  cat,  the  rabbit,  whatever  they  may  have; 
or  of  such .  things  of  common  interest  as  the  squirrels  in  the 


16 

park.  This  is  done  in  the  nature  of  informal  stories  which 
the  teacher  leads  the  children  to  tell. 

This  free  discussion  of  home  pets  is  not  a  series  of  informa- 
tion lessons  in  which  the  teacher  instructs  the  children,  but  a 
free  time  of  story  telling  when  the  child  does  the  talking,  not 
about  dogs  or  cats,  but  about  his  dog  or  cat  or  horse,  as  the  case 
may  be;  the  teacher  taking  advantage  of  these  stories  to 
educate  a  good  healthy  sentiment  toward  domesticated  animals; 
possibly,  in  some  cases  to  correct  abuses. 

Said  one  teacher,  "The  children  bring  so  many  of  these 
stories,  but  what  am  to  do  with  them?"  Many  things,  either 
through  seizing  the  significant  stories,  or  the  significant  points 
in  one  story.  For  instance: 

One  child  in  this  teacher's  school  told  a  story  about  having 
left  her  doggie  at  home  burying  a  bone.  This  is  a  significant 
statement.  Question  how  many  other  children  have  noticed 
their. dogs  doing  the  same  thing.  And  the  smallest  owner  can 
tell  you  he  is  hiding  it  and  will  dig  it  up  some  time.  But  if 
he  hides  it  carefully,  he  must  think  a  great  deal  of  it;  perhaps 
he  uses  it  for  something  beside  food.  And  when  curiosity 
runs  high  tell  them  about  the  bone  being  a  tooth  brush  for 
the  dog. 

Another  child  in  the  same  class  had  something  to  say 
about  his  Patsy  always  staying  by  his  master's  hat.  Again 
significant,  and  therefore  to  be  impressed.  If  Patsy  will  con- 
descend to  pay  a  visit  to  the  school,  by  all  means  invite  him. 
Have  him  sit  by  the  hat,  have  the  children  draw  Patsy  and 
the  cap,  (mass  drawing,  using  black  crayon),  or  model  them. 
Among  all  the  animals  this  is  pre-eminently  and  probably 
exclusively  a  dog  possession — the  propriety  sense.  Go  on 
emphasizing  worthy  stories,  but  a  mass  of  material  such  as 
these  children  bring  together  in  the  form  of  stories,  is  pro- 
ductive of  little  of  the  educational  training  possible  unless 
the  teacher  has  in  mind  a  basis  of  selection.  Impress  those 
stories  that  emphasize. 

1.  Right  feeling  toward  animals. 

2.  Intelligent  care  of  animals. 

3.  Special  intelligence  or  lovable  trait  of  some  pets. 


17 

A  story  having  dramatic  capabilities. 
A  story  that  lends  itself  to  free  cutting. 

6.  One  that  lends  itself  to  illustration  for  reading  pur- 
poses. 

To  give  direction  to  things  taught,  and  spirit  and 
tone  to  the  work,  tell  a  story  yourself  occasionally.  There  are 
some  things  not  worth  telling.  "It  is  not  intended  to  give  the 
natural  history  of  each  animal  pet  in  the  series,  and  great  care 
must  be  taken  not  to  allow  the  lessons  to  grow  with  common 
places  that  everybody  knows,  or  run  off  into  details  of  tech- 
nical and  superficial  interest  that  it  makes  no  difference 
whether  anybody  knows  or  not.  People  may  live  long  and  die 
happy  without  ever  having  lumbered  their  minds  up  with  such 
ideas  as,  "a  chicken  has  three  ej-elids, "  "a  dog  is  covered 
with  hair,"  "a  cat  has  five  toes  on  the  front  feet  and  four  toes 
on  the  hind  feet,"  and  so  on  ad  nanseum.  There  are  plenty  of 
common  sense,  valuable  and  interesting  things  to  be  learned 
about  animals  to  occupy  the  time,  and  we  may  leave  all  details 
of  comparative  anatomy  to  special  courses  in  colleges  or  medi- 
cal schools." 

— HODGE:    "Nature  Study  and  Life." 

The  following  from  John  Burroughs  is  suggestive:  "The 
boy  who  caught  the  squirrel  in  his  wire  trap  had  a  very  bright 
and  nimble  dog  that  seemed  to  be  very  sure  he  could  catch  a 
red  squirrel  under  any  circumstances,  if  only  the  trees  were 
out  of  the  way.  So  the  boy  went  to  the  middle  of  an  open 
field  with  the  caged  squirrel;  the  dog,  who  seemed  to  know 
what  was  up,  dancing  and  jumping  about  him. 

The  dog  was  drawn  back  a  few  yards  and  the  squirrel 
liberated . 

Then  began  one  of  the  most  exciting  races  *  *  *  *  The 
squirrel  had  all  his  wits  about  him  and  kept  them  ready  for 
instant  use.  He  did  not  show  the  least  confusion.  He  was 
no  match  for  the  dog  in  fair  running,  and  he  discovered  this 
fact  in  three  seconds.  He  must  win,  if  at  all,  not  by  taking  a 
straight  course  for  the  nearest  tree,  but  by  a  zig-zag  course, 
yea,  a  double  or  treble  zig-zag  course.  Every  instant  the  dog 
was  sure  the  squirrel  was  his,  and  every  time  he  was  disap- 


18 

pointed  *  *  *  *  The  squirrel  dodge1!  this  way  and  that.  The 
dog  looked  astonished  and  vexed.  Then  the  squirrel  issued 
from  his  enemy's  hind  legs  and  made  three  jumps  for  the 
woods  before  he  was  discovered. 

The  dog  seemed  to  redouble  his  efforts.  He  would  over 
shoot  the  game,  or  shoot  by  it  to  the  right  or  the  left.  One 
leap  more  and  the  squirrel  was  up  in  a  tree,  and  the  dog  was 
overwhelmed  with  confusion  and  disgust.  '  Not  catch  a 
squirrel  in  a  field  like  that!  Go  to!  I  will  have  him  yet!'  ' 

SUGGESTED  EXPRESSION  WORK  (of  the  above). 

Free  cutting;  telling  what  they  have  cut. 

Tell  the  story  in  mass  drawing  (using  black  crayon). 

Children  play  the  story  as  the  teacher  tells,  showing  the 
nimble-footed,  quick-dodging  squirrel,  the  slower  dog.  This 
is  excellent  work  to  train  a  child  in  alertness.  If  he  is  not 
quick  the  dog  will  really  have  him.  As  the  children  become 
accustomed  to  illustrating  stories  with  their  play,  have  a  child 
tell  the  story,  thus  giving  him  the  benefit  of  the  language  drill 
and  the  practice  in  consecutive  thinking. 

Have  many  of  the  "true  stories"  told  by  the  children, 
continuing  to  select  on  the  basis  suggested  and  to  use  those 
that  are  valuable  for  expressive  work. 

Encourage  the  children  to  bring  their  pets  to  school  with 
them. 

What  must  the  nature-study  teacher  do  when  a  dog  comes 
to  school?  Just  treat  him  with  manners  proper  to  show  that 
dog  visitors  are  welcome;  give  him  a  comfortable  place  to  sit, 
and  let  him  make  himself  at  home.  Do  not  think  you  must 
fall  to  and  have  some  sort  of  an  anatomy  lesson  about  toes  and 
eyelashes;  children  need  humanizing  not  anatomizing.  But 
do  have  them  cut  him  or  model  him  in  clay.  They  will  think 
more  of  him. 

If  the  children  are  interested  in  this  work  with  pets  in  a 
human,  natural  way,  you  will  have  many  of  these  visitors 
invaluable  not  only  from  the  nature  standpoint,  but  in  giving 
that  touch  of  naturalness  and  the  home  feeling  that  we  all 
seem  to  strive  for  and  seldom  get.  One  good,  old-fashioned 


19 

dog  will  dispel  more  artificial  school  atmosphere  than  any 
number  of  blackboard  decorations,  and  please  and  teach  the 
children  vastly  more. 

In  one  First  Grade  a  great  St.  Bernard  gravely  guided  the 
smallest  little  girl  in  the  room  to  school  each  morning  and 
home  again  after  the  session.  He  was  adopted  by  the  school, 
or,  perhaps,  he  adopted  them.  Whichever  the  combination, 
those  children  will  all  think  more  of  the  noble  old  dog  than  of 
an}-  other  feature  of  their  first  school  days  and  all  dogdom  will 
be  the  gainer. 

Have  a  pet  for  the  room.  Almost  anything  that  is.  avail- 
able and  practicable.  If  there  is  a  cat  in  the  building,  invite 
it  to  come  to  the  room  and  take  its  naps  in  the  sunny  windows; 
train  the  children  to  treat  it  well,  to  share  a  little  of  their 
lunch  with  it,  to  see  that  it  has  a  drink  of  water  in  a  con- 
venient place.  Name  kitty,  have  the  class  feel  a  sense  of 
ownership. 

One  little  First  Grade  had  a  canary  bird  for  which  they 
.cared.  The  morning  bath  was  a  never  failing  source  of 
delight  to  the  children,  and  the  bird  cage  on  the  desk  of  an 
unruly  little  boy,  for  even  a  few  moments,  seldom  failed  to 
communicate  some  of  the  good  spirits  and  cheery  manners  of 
its  little  tenant  to  the  child.  Do  not  keep  the  cage  away  from 
the  children.  Let  them  cut  the  papers  for  the  bottom  of  it, 
get  the  water  for  the  bath,  give  the  bird  its  seeds,  all  that  a 
child  can  do,  and  he  can  do  a  great  deal  if  he  has  someone  to 
see  that  he  does  it.  These  real  things  make  the  best  lessons 
for  the  children. 

A  white  rat  delighted  another  room.  The  rat  being  very 
social  and  developing  and  manifesting  a  decided  wish  to  play 
with  the  children,  which  they  were  not  slow  to  discover,  was 
a  favorite.  In  another  First  Grade  the  children  were  encour- 
aged to  bring  their  pets  to  school,  and  a  couple  of  young 
pigeons  put  out  their  feathers  to  the  delight  of  the  children 
who  became  the  warmer  friends  to  all  pigeons  thereafter. 

The  large  boys  in  another  building  built  a  substantial 
rabbit  house  for  the  First  Grade  children.  This,  with  its  yard 
fenced  in  with  wire,  occupies  one  corner  of  the  grounds.  The 


2U 

children  store  leaves  in  the  fall  for  Bunny,  feed  him,  water 
him,  play  with  him  and  love  him. 

This  is  no  attempt  to  advocate  the  keeping  of  pets  that 
were  never  intended  to  be  kept  in  the  house,  that  become  a 
nuisance  there — like  a  rabbit  or  a  guinea  pig — they  are  out- 
door animals  which,  if  they  can  be  housed  in  the  school  yard, 
have  an  excellent  influence  on  the  children. 

In  preparation,  read  Shaler's  "  Domesticated  Animals," 
on  the  dog,  the  cat,  the  horse.  (These  are  the  ones  most 
likely  to  be  brought  up.)  Also  Hodge;  "  Nature  Study  and 
Life,"  chap.  III.  Be  prepared  with  one  good  story  illustra- 
tive of  a  valuable  trait  in  a  horse,  a  dog.  The  readers  are  full 
of  them. 

The  following  stories  are  suggested  as  calculated  to  pro- 
duce right  feeling  toward  animals. 

Benjy  in  Beastland.  The  Story  Hour.  Graded  Litera- 
ture III.  (First  and  Second  Grade.) 

Moufflon.     The  Story  Hour.     (Second  Grade.) 

FURTHER  REFERENCES. 

Pit- Pat  (cat  story).     Lights  to  Literature  II,  p.  37. 

Robin's  Grumble  (against  cats).  Lights  to  Literature  II, 
p.  40. 

The  Horse.     Cyr.     Reader  III,  p.  185. 

Stories  of  Dogs.     Reader  III,  p.  187. 

The  Squirrels  That  Live  in  a  House.  Cyr  IV,  p.  149. 
(Good). 

SONGS. 

Pussy  Cat,  Pussy  Cat.     Eleanor  Smith.     Primer,  p.  36. 

Mr.  Rooster  and  Mrs.  Hen.  Gaynor.  Songs  of  the 
Child  World,  p.  91.  (Second  Grade.) 

Harvest  of  the  Squirrel  and  Honey  Bee.  Gaynor.  Songs 
of  the  Child  World,  p.  65.  (Second  Grade.) 


21 


PLANT    RAISING. 
First  and  Second  Grades. 

"No  number  of  object  lessons  got  up  as  object  lessons  for 
the  sake  of  giving  information,  can  afford  even  the  shadow  of 
a  substitute  for  acquaintance  with  the  plants  and  animals  of 
the  farm  and  garden,  acquired  through  actual  living  among 
them  and  caring  for  them.  Xo  training  of  sense  organs  in 
school,  introduced  for  the  sake  of  training,  can  begin  to  com- 
pete with  the  alertness  and  fullness  of  sense- life  that  comes 
through  daily  intimacy  and  interest  in  familiar  occupations. ' ' 

— JOHN  DEWEY. 

LES5ON5    WITH    PLANTS. 
General  Plan  of  the  Work. 

1.  Flower  grown  in  the  schoolroom. 

2.  Flower  raised  from  seed.     Home  planting  and  flower 
show. 

3.  Window  or  school  yard  garden. 

Schoolroom  Flower. 

A  bright,  hardy,  little,  red  geranium  is  the  very  best 
thing  for  the  babies.  Be  sure  you  start  with  a  sturdy,  well- 
potted,  little  plant. 

Suggestions  for  the  Care  of  the  Geranium. 

1.  Be  sure  that  the  flower  pot  is  large  enough  and  that 
there  is  plenty  of  good  soil. 

2.  Keep  the  plant  in  the  sun.     Turn  it  around  every 
day  so  all  parts  will  be  exposed  to  the  light.     Then  the  plant 
will  not  become  one-sided  and  all  the  leaves  will  be  green. 

3.  Watering — soak  so  that  all  the  soil  is  wet,  then  let 
stand  until  the  surface  soil  gets  dry. 

4.  Keep  the  leaves  clean;  wash  them. 

5.  Keep  the  surface  soil  fine  and  loose. 

Suggested  Method. 

(Let  it  be  understood  from  the  beginning  that  it  is  not  the 
attitude  of  the  scientist,  getting  at  the  shape  of  leaves,  parts 


22 

of  flowers,  etc.,  that  we  are  trying  to  get  the  children  to  take 
toward  their  plant,  but  rather  to  teach  them  the  things  the 
dear  old  grandmother  knows  who  can  raise  the  best  flowers  in 
the  neighborhood.  It  is  knowledge  in  both  cases  and  both  have 
studied  to  acquire  it,  but  it  is  the  "grandmother"  variety  we 
are  going  to  try  to  teach  the  children. 

Have  the  children  realize  thoroughly  that  the  plant  is 
yours  and  theirs  together,  and  that  they  and  you  are  going  to 
care  for  it.)  Do  they  know  where  the  plant  would  like  to 
stand?  (The  sunniest  place  in  the  room. )  Make  class  exer- 
cises of  the  watering,  loosening  the  top  soil  and  washing  the 
plant's  face  until  the  children  become  interested  in  watching 
for  the  plant's  needs;  have  them  do  these  things  as  class  exer- 
cises until  they  can  do  them  well.  Then  you  may  turn  it  over 
to  one  of  the  before-school  duties.  When  the  blossoms  come 
do- not  pick  them  to  pieces,  do  not  try  to  learn  technical  terms 
about  them,  just  get  to  know  them  by  sight  and  smell.  (See 
sense  games;  trees,  September  and  October.)  Make  much  of 
taking  off  the  dead  leaves,  have  it  done  in  a  class  period  by 
one  of  the  class.  Be  sure  you  wait  until  the  leaf  is  well  readv 
to  come  off,  like  the  leaves  of  the  tree. 

Have  the  children  paint  the  plant;  free  cutting  of  the  pot; 
the  pot  and  the  plant;  paint  a  leaf,  lay  it  in  lentils.  Free 
cutting  of  a  leaf. 

Flower  Raised  From  the  Seed.     April. 

The  dwarf  nasturtium  seems  best  for  this  work  in  these 
grades.  The  seed  is  large  and  easily  handled,  the  plant  is 
hardy  and  showy,  the  blossoms  appear  from  45  to  60  days 
after  the  planting  and  are  continuous  throughout  the  summer. 

Give  the  children  as  many  seeds  as  you  can  for  the  home 
planting  with  the  two  following  conditions: 

1 .  That  all  the  work  of  planting  and  caring  is  to  be  done 
by  the  children. 

2.  That  one  plant  is  to  be  raised  in  some  sort  of  a  pot  so 
it  can  be  brought  to  the  school  for  the  June  flower  show. 

Keep  one  or  two  plants  growing  in  the  school  room  or  in  the 
yard  to  show  the  children  how  to  take  care  oj  theirs.  Get  the 


23 

home  people  interested  as  much  as  possible.  Let  the  children 
bring  their  plants  when  it  is  convenient,  and  question 
about  them,  how  many  seeds  came  up,  how  often  are 
they  watering,  keeping  in  the  sun,  etc.,  so  that  the  subject  is 
kept  fresh  in  their  minds — it  is  quite  a  stretch  for  the  patience 
and  faith  of  a  little  child,  from  the  planting  of  a  seed  to  the 
blossoming  of  the  plant.  If  this  work  is  going  well  there 
will  be  constant  reports  offered  at  all  times.  Be  sure  some- 
thing is  wrong  if  this  spontaneous  news  of  the  welfare  of  the 
plant  does  not  come,  and  do  something  about  it. 

Give  class  lessons  in  the  planting  of  the  nasturtium  before 
the  seeds  are  distributed.  The  following  are  some  suggestions 
for  such  lessons: 

1 .  Have  the  children  sift  the  soil.     (A  piece  of  wire  door 
screen  or  an  old  flour  sifter  and  a  paper  spread  on  the  floor 
will  do. )     Sprinkle   the    soil    24    hours  before  so  it  will  be 
moist. 

2.  Have  the  children  place  a  round  stone  or  a  piece  of 
broken  flo\ver  pot  over  the  hole  for  drainage. 

3.  Have  the  children  fill  the  pot  with  soil;  firm  it. 

4.  Have   the   children  decide  the   number  of   seeds  to 
plant. 

(One  plant  to  a  pot  is  enough  but  best  put  in  three  or 
four  seeds;  some  may  not  come  up.) 

5.  Children  make  holes  one  inch  deep  with  pencil,  put 
the  seeds  in  the  hole,  cover,  firm. 

6.  Plunge  pot  in  luke-warm  water,  have  the  children 
feel,  have  them  watch  until  the  surface  of  the  soil  is  wet. 

7.  Set  in  shaded  place. 

As  the  soil  shows  dry  on  the  surface  plunge  again.  Be 
sure  that  the  soil  does  not  get  dry  while  the  seeds  ar~e  germinating. 
As  soon  as  green  shows  put  the  pot  in  the  sun.  If  you  prefer 
from  this  time  on  water  from  the  top,  although  a  florist  con- 
tinues to  plunge. 

Give  each  child  seeds  to  plant  at  home.  Have  a  flower 
show  the  last  of  June,  at  which  these  home  grown  plants  are 
exhibited. 


24 

At  the  flower  show  sing  the  songs  the  children  know, 
and  have  them  recite  their  little  flower  and  planting  poems. 

Window  or  Schoolyard  Garden 

When  possible,  the  ideal  garden  for  the  little  children  is  the 
individual  garden  of  about  a  square  foot  in  size.  The  follow- 
ing is  a  brief  history  of  First  Grade  gardens  at  No.  61,  lyinden 
Avenue  and  Konig  Street: 

The  bricks  were  removed  18  inches  back  along  about  90 
feet  of  the  yard  wall  and  two  loads  of  soil  were  hauled  in  to 
cover  the  sand  which  was  under  the  bricks.  This,  of  course, 
made  a  light  soil  but  deep  enough  and  rich  enough  to  raise 
what  was  put  in  it.  Each  child  then  measured  off  his  garden, 
one  foot  in  length,  and  set  his  stakes  to  show  his  property, 
wrote  his  name  and  placed  it  on  the  fence  at  the  back  of  his 
plat.  He  had  about  a  square  foot  that  he  could  work.  The 
children  were  encouraged  to  bring  a  little  good  soil  from  home 
to  put  on  the  top  of  his  garden,  if  not  more  than  a  cupful — 
this  improvement  gave  him  an  added  interest  in  his  property, 
and  enabled  the  teacher  to  see  what  idea  the  children  had  of 
good  soil.  They  smoothed  the  soil  and  planted  the  seeds — 
the  four  dwarf  nasturtiums  at  the  back — to  allow  for  some 
seeds  that  might  not  come — here  the  value  of  the  previous 
schoolroom  lessons  in  so  planting  is  seen — then  they  planted  a 
a  row  of  early,  round,  red  radishes  in  the  front.  (Be  very 
sure  that  you  have  the  earliest  variety  of  the  round,  red 
radishes,  they  only  require  three  weeks  to  produce  radishes 
big  enough  for  pulling.)  The  children  kept  the  weeds 
out  of  their  gardens;  they  kept  the  soil  fine  on  the  top 
as  they  must  on  the  surface  of  the  house  plant,  and  they 
watered  them.  (This  soil  was  so  light  as  to  make  watering 
necessary — it  is  usually  not  needed  when  the  soil  is  kept  loose 
and  fine  on  the  surface.) 

Have  the  individual  garden  wherever  it  is  possible.  It  is 
impossible  to  go  into  reasons,  but  it  is  the  solution  of  most  of 
the  problems  in  the  garden  woik. 

The  tool  necessary  is  the  common  five-fingered  hand- 
weeder. 


25 

If  the  yard  garden  is  impossible  have  the  window  garden. 
Make  the  boxes  as  long  and  as  wide  as  the  windows  ledge  will 
allow  and  at  least  eight  inches  high.  (Send  dimensions  and 
the  number  of  boxes  wanted  to  the  Group  principal  by  January 
i.)  It  will  be  more  satisfactory  to  plant  only  one  kind  of 
plant  in  the  boxes  —  all  radishes  in  one  box  and  dwarf 
nasturtiums  in  another.  Have  the  children  take  care  of  them. 
Be  sure  they  are  \vell  soaked  Friday. 

Paint  the  radishes;  play  feeling  games  with  the  leaves. 
(See  September  and  October  tree  outline.)  Play  smelling 
games  with  nasturtium  blossoms.  Paint  nasturtium  leaves; 
the  blossoms. 

Story. 

The  Story  of  the  Morning- Glory  Seed.  Stepping  Stones 
III,  p.  216. 

The  Pea  Blossom.    Anderson.    Stepping  Stones  III,  p.  17. 
Talking  in  Their  Sleep.    Edith  Thomas.    (Second  Grade. ) 

Poems. 

Waiting  to  Grow.     Poetry  of  the  Seasons. 
The  Little  Plant.     Kate  S.  Brown,  in  the   Child's  World. 
(Excellent  planting  poem.) 

Songs. 

In  My  Little  Garden  Bed.     Finger  Plays. 
The  Bumble  Bee.     Gaynor.     Songs  of  the  Child  World. 
(Second  Grade.) 

Teacher's  Reference. 

Hodge:  Nature  Study  and  Life,  Chaps.  VI,  VII,  VIII,  IX. 
Read  also:     The  Garden  of  a  Commuter's  Wife.      (Public 
Library. ) 

Marv's  Garden  and  How  It  Grew. 


26 


TREES. 

"Dance,  little  leaflets,  dance, 

'Neath  the  tender  sky  of  Spring; 
Dance  in  the  golden  sun, 

To  the  Tune  the  robins  sing." 

General  Plan  of  Work  for  Year. 

1.  Choice  of  trees  to  be  studied   throughout  the  year. 
First  Grade,  one  tree;  Second  Grade,  two  trees. 

2.  Recognition  of  trees  by  : 

1.  Sight;    the  tree  as  a  whole,  the  leaf,  the  flower, 

the  fruit. 

2.  Sound. 

3.  Touch;  the  bark,  the  leaves,  the  flower,  the  fruit. 

4.  Smell;  the  leaves,  the  flowers,  the  fruit. 

3.  Seasonal  changes. 

4.  Growth  of  the  tree  from  the  seed. 

September  and  October. 

Choice   of   Tree — Choose   a  tree  easy  of  access,  in   the  schoolyard  if 
possible. 

Take  the  children  out  the  hour  you  plan  to  give  to  the 
Nature  work  in  order  that  they  may  judge  of  shade  conditions. 
Have  them  look  for  the  tree  they  would  like  best  to  listen  to 
stories  or  play  games  under.  Let  them  run  to  the  trees  of 
their  choice.  Recall  them  and  question  why  the  special  one 
was  selected.  Does  it  give  cool  shade?  Are  there  comfortable 
seats  under  it?  Does  it  look  strong?,  etc.  When  the  tree  is 
selected  identify  it,  giving  the  specific  name,  white  maple, 
American  linden,  etc.  Take  them  to  the  tree  chosen  and  tell 
them  a  story.  This  is  their  tree- warming. 

Recognition  of  Trees  by  Sight.     (The  tree  as  a  whole.) 
Do  not  ask  children  how  they  know  the  tree. 

Suggested  Method 

Provide  children  with  scissors  and  paper,  take  them  to 
the  tree;  cut  it.  Have  the  cuttings  colored  under  the  tree  if 


27 

possible,  if  not,  have  the  children  match  something  with  the 
bark  and  the  leaves,  and  color  in  the  schoolroom.  *  *  *  * 
Have  the  class  decide  which  cutting  they  like  best,  giving  one 
reason  for  their  choice.  Pin  this  one  in  a  conspicuous  place. 
Continue  these  tree  cutting  lessons  throughout  the  year, 
always  having  the  children  select  the  best  giving  a  reason,  thus 
calling  attention  to  points  to  be  observed.  These  points  will 
be  incorporated  into  later  cuttings.  Continue  to  cut  and  paint 
the  fall  tree  until  the  children  express  themselves  with  a  fair 
degree  of  clearness.  *  *  *  '*  For  cutting  suggestions  see 
drawing  outlines,  p.  6,  First  Grade.  In  all  field  lessons  look 
for  brothers  and  sisters  of  the  tree.  Have  the  children  also 
look  for  brothers  and  sisters  of  their  tree  at  home  and  on  the 
way  to  school,  bringing  leaves,  that  3-011  may  correct  cases  of 
mistaken  identity. 

This  work  in  training  to  see  true  shapes  continues 
throughout  the  year,  it  is  of  slow  growth  for  all  of  us.  When, 
toward  the  close  of  the  year,  the  cuttings  are  better  done  they 
will  show7  in  a  general  way: 

1.  What  part   the  trunk  is  of  the  height  of  the  tree. 
(y2,  */3,  etc.) 

2.  What  part  the  greatest  width  is  of  the  height  of  the 
tree,      (ft,  /3,  etc.) 

3.  Where  the  tree  is  widest.      (Half  way  to  the  top,  etc.) 

4.  The  shape  of  the  top. 

(These  are  the  points  that  make  for  the  shape  of  any  tree, 
and  the  teacher  will  have  them  in  mind  and  gradually  lead  the 
children  to  see  them  as  their  number  work  progresses  so  they 
are  able  to  see  proportions. ) 

Recognition  of  Leaves  By  Sight.     (Suggestive  Method.) 

Provide  each  child  with  one  or  more  leaves  from  his  tree. 
Have  him  look  at  them  closely.  Place  all  the  leaves  in  the 
desks.  Choose  ten  children  to  find  leaves  of  the  same  kind  in 
a  boquet  of  mixed  leaves,  and  present  them  to  other  children 
who  must  decide  if  they  are  right.  Play  the  same  game  many 
times,  mixing  the  leaves  with  all  sorts  until  you  are  satisfied 
the  children  can  recognize  their  tree  leaves  wherever  they  see 


28 

them.  Ask  no  explanations  of  how  they  know  them.  Have 
the  game  move  along  briskly. 

Have  the  leaves  drawn,  cut  and  colored;  laid  in  lentils. 

If  fruit  is  found  on  the  tree  follow  suggestions  for  playing 
seeing  games,  under  leaves. 

Recognition  of  Tree  By  Sound. 

«.  Poplars  and  evergreens  are  the  only  trees  that  we  can 
identify  by  the  sound  they  make,  but  teach  the  children  to 
love  the  song  the  tree  sings  when  the  wind  blows  through  it. 
Before  the  leaves  have  fallen,  when  the  children  are  under  the 
tree  for  cuttings,  have  them  close  their  eyes  and  listen  to  what 
the  tree  is  wispering.  Is  it  south  wind  that  is  whispering  in 
in  the  tree  today?  North  wind?  (See  ' '  Winds. ' ' )  Does 
south  wind  sound  the  same  as  north  wind?  To  whom  is  the 
tree  whispering;  to  the  sun;  to  the  birds?  Just  visiting  among 
themselves?  Or  are  they  telling  secrets  to  the  old  tree?  And 
what  do  you  think  they  are  saying?  For  "we  have  a  right  to 
a  poetic  interpretation  of  nature.  The  child  comes  to  know 
nature  through  its  imagination  and  feeling  and  sympathy. ' ' 
Bailey.  The  child  who  exclaimed,  "All  the  leaves  are  singing 
to-day  they're  so  glad  the  sun  is  shining!"  made  an  interpreta- 
tion as  true  to  nature  and  as  charming  in  its  fancy  as  the  poet 
who  made  the  leaves  say. 

"Dear  Father  Tree,  behold  our  grief:" 
Open  to  the  child  the  happiness  which  comes  through  using 
his  own  powers  of  imagination  and  feeling;  then,  when  he  is 
able  to  appreciate  it,  teach  him  what  others  have  heard  the 
tree  say.  This  is  the  only  way  whereby  nature  literature  may  be 
interpreted  through  the  experience  of  the  children  and  not  compel 
them,  "after  the  manner  of  Aesop  s  crow,  to  adorn  themselves  with 
strange  feathers."  "Men  must  be  lead  as  far  as  possible  to 
draw  their  wisdom  not  from  books,  but  from  the  consideration 
of  heaven  and  earth,  oaks  and  beeches."  Comenius. 

Suggested  Forms  of  Expression. 

i .  Play — The  sound  and  motion  of  the  trees  are  insepar- 
able; associate  the  two. 


29 

In  their  little  marches  have  the  children  play  they  are 
the  tree  when  it  is  so  still  that  it  is  not  even  whispering,  again 
be  the  tree  when  it  is  singing  the  birds  to  sleep;  when  it  sings 
a  bold,  loud  song. 

This  calls  for  action  imitating  that  of  the  tree  which 
produced  the  sound.  Very  straight  for  silence,  gently  waving 
the  arms  when  the  tree  sings  softly,  tossing  arms  when  the 
tree  shouts. 

2.     Imitate  the  sounds  of  the  tree  at  different  times. 

Recognition  of  the  Tree  By  Touch.     (The  Bark.) 

Have  the  children  feel  the  bark  of  the  tree;  then  blind- 
folding a  child  lead  him  to  a  tree  when  he  decides  whether  it 
is  the  one  he  felt  at  first. 

In  playing  this  of  course  barks  of  decidedly  different 
degrees  of  roughness  must  be  used. 

Recognition  By  Touch.     (The  Leaves.) 

Play  a  sense  game. 

Have  the  class  feel  the  leaves  carefully,  close  their  eyes 
and  feel  again,  to  see  if  they  think  they  would  know  them. 

Select  a  number  to  come  to  the  front  of  the  class. 

Have  them  close  their  eyes. 

Using,  say,  two  kinds  of  leaves,  the  one  of  the  class  and 
one  other,  place  each  leaf  in  the  hands  of  different  children; 
when  the  two  children  who  receive  the  leaves  first  have  satisfied 
themselves  the  teacher  passes  them  to  two  other  children  until 
each  one  in  line  has  handled  one  leaf. 

Vary  the  ways  of  receiving  decisions.  The  children  may 
open  their  eyes  and  tell  the  class,  one  by  one,  what  they 
thought  they  touched;  the  class  deciding  if  they  are  right  or 
wrong.  Or  eyes  may  remain  closed  while  the  teacher  asks 
all  who  thought  they  touched  their  tree  leaf  to  raise  hands. 
Children  whose  eyes  are  open  who  know  if  they  are  right  will 
lead  them  to  their  seats. 

Always  have  those  who  have  failed  feel  of  the  leaf  again; 
do  not,  however,  test  them  immediately  after,  as  the  original 
impression,  unmixed  with  others,  must  be  deepened. 


30 
To  Recognize  Leaves  By  Odor. 

Play  sense  games,  substituting  smelling  for  feeling. 

All  these  sense  games  must  be  played  over  and  over;  they 
are  not  lessons  to  be  recited  and  all  accounts  closed  when  a 
correct  answer  is  given;  they  are  for  continued  sense  training. 

Seasonal  Changes  of  the  Tree. 

Watch  for  the  changing  of  the  color  of  the  leaves  and 
their  falling;  encourage  the  children  to  bring  in  the  very 
prettiest  leaves  they  find  each  morning;  press  them  and  put 
them  up  in  the  room.  (Press  the  leaves  with  a  warm  iron  on 
which  a  little  ordinary  wax  has  been  rubbed.  This  produces 
a  lustre  which  is  somewhat  unnatural,  but  the  leaves  will  keep 
nicely  and  are  very  attractive;  small  twigs  can  be  preserved  in 
this  way  and  make  pretty  ornaments  for  the  room  during  their 
season.) 

Teach  the  children  to  make  wreaths  out  of  the  leaves; 
encourage  them  to  play  in  the  fallen  leaves.  If  they  are 
not  swept  up  as  fast  as  they  fall,  have  the  children  see  where 
they  are  taken  by  the  wind.  What  are  they  covering?  Are 
any  also  used  for  blankets  at  the  children's  homes? 

(Many  of  the  children  have  seen  them  used  to  cover  roses 
and  other  flowers.)  In  the  field  lesson  find  the  sleepy  leaves 
and  see  what  they  cover. 

Under  the  tree  itself "tell  the  story,  "How  the  Leaves  Came 
Down,"  Susan  Coolidge.  When  the  time  is  ripe  for  it,  teach  a 
favorite  stanza  or  two  to  the  children. 

THE    FIELD    LESSON. 
September  and  October. 

The  field  lesson,  with  trees  as  the  central  topic,  is  for  two 
purposes — a  general  and  a  specific. 

The  special  aim  is  a  .step  toward  the  accomplishment  of 
the  general  and  also  considers  the  teacher's  comfort  in  con- 
ducting the  lesson. 

Classes  of  children,  especially  those  not  accustomed  to 
field  work ,  are  apt  to  scatter  so  it  is  hard  to  keep  track  of  them 
and  there  is  a  time  when  they  first  reach  the  woods,  when 


31 

they  seem  at  a  loss  to  know  what  to  do  besides  shout.  Now, 
there  does  not  seem  to  be  anything  radically  wrong  in  this 
noise,  but  it  may  disturb  possible  neighbors  and  we  can  do 
away  with  it  if  we  wish,  without  trouble  to  ourselves  or 
ruffling  the  tempers  of  the  children,  as  follows  : 
In  a  class  room  lesson: 

1.  Give  a  few  definite  things  to  look  for. 

2.  Give  a  few  definite  things  to  bring  back  to  school. 
These  things  are  the  outgrowth  of  previous  lessons  and 

are  the  ostensible   reason   for  the  trip,  the  greater  aim  being 
kept  in  the  background. 

Have  the  First  and  Second  Grades  in  the  fall: 

1 .  Look  for  brothers  and  sisters  of  their  trees. 

2.  Bring  home  the  prettiest  leaves  they  can  find. 

Press  them  and  put  them  up  in  the  room. 

3.  Bring  home  any  nuts  they  may  find. 

4.  If  there  are  squirrels  in  the  woods  take  some  nuts 

for  them.  L,et  the  children  see  how  near  they 
can  coax  them. 

5.  Lister,  for  birds. 
On  another  lesson: 

1 .  Bring  home  the  prettiest  leaves  they  can  find. 

2.  Look  for  the  fallen  leaves.      (A  windy  day  is  best 

for  this  trip.)  Are  there  any  of  last  year's 
leaves  near?  What  are  they  making  a  nice 
blanket  to  cover?  What  will  pat  the  blanket 
down  and  tuck  the  seed  babies  in  for  the 
winter's  sleep?  (They  have  heard  the  same 
little  fingers  pattering  on  the  windows  (rain) 
and  they  have  seen  another  beautiful  white 
coverlet  that  will  press  this  one  yet  closer 
(the  snow) . 

Sing  songs  and  play  games.  Make  wreathes  of  leaves. 
While  the  general  aim  must  not  be  discussed  with  children, 
it  is,  nevertheless,  most  important  that  the  teacher  have  it 
clearly  in  mind,  comprehending  from  the  start  that  while  the 
beginnings  are  npw,  the  growth  reaches  on  into  the  years  that 
are  to  come  influencing  the  actions  of  men  and  women  who 


32 

are  the  little  children  now.  Briefly  stated,  it  is  this — that 
children  may  come  to  love  the  great  tree  world,  a  beautiful, 
health-giving,  soul-restoring  world — to  love  it  actively  because 
it  is  a  real  world  to  them  to  which  the}7  turn;  so  that  the 
woods  may  come  to  take  the  place  of  the  jading,  questionable 
ways  of  spending  holidays.  Instead  of  Coney  Island,  a  day 
spent  in  healthy,  hearty  exercises  and  games  in  the  woods.  It 
is  one  of  those  "large  interests"  we  cannot  give  children  too 
early.  The  study  of  their  special  trees,  the  isolated  forest 
trees  that  are  serving  as  shade  trees,  is  not  an  end  when 
considered  in  this  connection,  but  a  means  which  serves  to 
introduce  the  children  through  a  loving  interest  in  their  own 
special  tree  to  the  tree  world.  It  is  the  first  step  in  the 
acquaintance  and  the  second  step  is  the  field  lesson,  which 
takes  them  to  the  home  of  the  trees — the  woods.  City  children 
need  to  have  this  world  opened  to  them,  country  children 
should  be  lead  to  appreciate  it.  Make  as  many  pleasant 
associations  as  possible.  Play  games.  Play  tree-tag,  when 
everyone  must  touch  a  tree  except  the  one  who  is  "it," 
changing  from  tree  to  tree,  when  the  catcher  may  tag  anyone 
not  touching  a  tree.  The  one  so  caught  must  take  his  turn  at 
being  "  it.''  Have  older  grades  play  "  maple-tag,"  which,  as 
its  name  suggests,  means  that  all  find  maple  trees  to  touch, 
being  liable  to  be  tagged  if  they  are  not  touching  trees  of 
this  kind.  Or  make  it  oak  trees,  or  pine,  or  anything  you 
choose  and  the  woods  furnish. 

The  games  do  two  things;  teach  to  identify  trees  and 
suggest  amusement  to  children. 

When  they  have  done  the  special  things  they  came  to  do 
and  are  tired  of  the  games,  find  the  prettiest  place  of  all  and 
eat  the  simple  lunch  the  children  have  furnished — just  an 
apple;  one  a  piece  will  do,  or  a  box  of  wafers.  Sing  some  of 
the  school  songs  they  know. 

Nothing  suggests  picnic  so  much  as  refreshments,  no 
matter  how  light,  and  with  games  that  can  be  played  in  the 
woods  and  a  lunch,  we  have  all  the  ingredients  of  the  picnic. 
Be  sure  the  charm  of  this  clay  will  suggest  to  these  children  a 
way  of  spending  other  pleasant  days. 


33 

November  and  December. 

Continue  looking  for  the  colored  leaves,  pressing  and 
putting  up  some  of  the  prettiest.  Also  continue  to  note  the 
fall  of  the  leaves;  what  kind  of  nights  bring  down  most? 
When  the  wind  is  high  and  leaves  are  blowing  through  the  air, 
call  it  to  the  attention  of  the  class,  if  they  do  not  forestall  you 
and  bring  it  to  your  notice.  Where  does  the  wind  finally  drop 
them?  Continue  to  look  for  them  in  field  lessons  and  encour- 
age the  children  to  tell  you  where  they  have  seen  them  lodged. 
Tell  them  the  following  story,  teaching  the  stanza  the  children 
like  best. 

LEAVES    AT    PLAY. 

Scamper,  little  leaves,  about 

In  the  Autumn  sun; 
I  can  hear  the  old  wind  shout, 

Laughing  as  you  run. 
And  I  haven't  any  doubt 

That  he  likes  the  fun. 

When  you've  run  a  month  or  so, 
Very  tired  you'll  get; 

But  the  same  old  wind,  I  know, 
Will  be  laughing  yet, 

When  he  tucks  you  in  your  snow- 
Downy  coverlet. 

So  run  off  and  have  your  play, 

Romp  with  all  your  might; 
Dance  across  the  autumn  day 

While  the  sun  is  bright; 
Soon  you'll  hear  the  old  wind  say, 

"Little  leaves,  good  night." 

— SHERMAN. 

When  the  leaves  have  fallen  from  the  tree,  see  if  the 
children  can  still  tell  three  brothers  and  sisters,  or,  in  other 
words,  if  they  can  recognize  the  bare  trees. 

Suggest,  through  questioning  or  otherwise,  how  light  and 
straight  and  strong  the  tree  must  feel  now  that  he  is  not 


34 

holding  the  leaves  out  on  his  arms,  and  how  he  looks  as  if  he 
could  stand  any  storm  that  may  come. 

Note  change  in  the  sound  of  the  tree. 

Let  us  listen  to  the  song  the  tree  is  singing  these  windy 
days,  when  he  is  all  ready  for  winter  and  waiting  for  it  to 
come.  What  is  he  saying  now?  And  to  whom  is  he  singing? 
Does  he  say  anything  to  you?  Can  you  make  the  song  the 
tree  sings? 

Suggested  Form  of  Expression. 

1.  Cutting  and  coloring  of  the  bare  tree. 

2.  Drawing  of  the  bare  tree. 

(Always  discuss  the  work  with  the  children,  having  them 
select  the  best  ones.  Growth  should  show  through  keener 
observation  an  increased  skill  of  expression.) 

TWIG  LESSON. 
Suggested  Method. 

What  has  the  tree  been  doing  all  summer?  (Growing, 
shading,  looking  pretty,  singing  may  be  some  of  the  answers.) 

But  the  tree  has  had  a  secret  all  summer.  Perhaps  the 
leaves  may  have  whispered  it  to  the  birds.  I  do  not  know. 
Or  the  wind  may  have  heard  the  leaves  whispering  it  as  he 
went  through.  I  do  not  know  that  either.  Or  the  merry 
little  yellow  sunbeams  may  have  seen  it.  They  danced  around 
among  the  leaves.  But,  if  they  did,  they  did  not  tell  me. 
Maybe  the  little  black  ant,  creeping  around  the  tree,  found  it 
out.  But,  if  he  did,  he  never  told  anyone  that  I  know. 

Not  one  of  them  told  me,  but  I  found  it  out  for  myself 
one  day  after  the  leaves  were  gone. 

And  to-day  I  have  begged  a  few  little  branches  of  the  old 
tree,  telling  her  what  sharp  eyes  you  have,  and  that  I  was 
sure  you  would  find  what  she  has  been  doing  so  quietly  all 
this  time. 

And  the  children  never  fail  to  find  buds,  although  they 
may  not  know  what  they  are  called. 

Have  them  count  the  buds  on  their  twig;  think  how  many 
the  old  tree  has  made,  and  then  how  she  must  have  worked  to 
do  all  this. 


35 

We  will  not  harm  what  she  has  worked  hard  to  put  away 
so  snug  and  tight,  but  wouldn't  we  like  to  know  what  it  is 
she  has  wrapped  inside?  And  what  she  is  going  to  do  with 
them? 

But,  while  the  children  must  draw  the  inference  that 
there  is  something  very  precious  in  the  buds  and  should  be 
curious  to  know  what  it  is,  do  not  let  them  dissect  them,  and  do 
not,  at  this  time  of  the  year  under  any  circumstances,  force 
the  buds  in  the  room.  This  subject  is  continued  in  following 
months. 

Evergreens.     (Before  Christmas.) 

First  grade — One  tree;  spruce. 

Second  Grade — Two  trees;  spruce  and  pine. 

Have  the  children  recognize  the  leaves  through  the 
senses  of 

1.  Sight.         3.     Taste.         5.     Sound    (if  possible). 

2.  Smell.         4.     Touch. 

Connect  Christmas  sentiment  with  the  trees  through  song 
and  story. 

November  and  December. 
Suggested  Method. 

Provide  yourself  with  good-sized  branches  of  the  evergreen 
to  be  studied  and  any  others  that  may  be  convenient;  get  the 
cones  also  if  possible.  Have  the  children  bring  evergreen 
twigs.  They  find  them  on  the  ground  where  Christmas  trees 
are  for  sale.  Other  evergreens  besides  the  ones  selected  for 
special  study,  are  necessary  in  order  that  sense  games  may  be 
played. 

Different  kinds  of  evergreen  are  common  in  the  suburbs, 
and  the  superintendents  of  the  different  parks  respond  most 
courteously  and  generously  to  requests  for  such  material.  It 
is  very  easy  to  have  on  hand  through  the  contributions  of  the 
children  and  specimens  obtained  from  the  parks  and  surround- 
ing country,  the  following: — 

Spruce,  a  branch  two  or  three  feet  long. 

Pine,  one  or  more  of  the  species. 

Cedar.         Arbor  vitae.          Hemlock. 


36 

It  is  indispensible  that  the  children  have  some  idea  of  the 
size  and  shape  of  the  tree.  Is  the  spruce  as  tall  as  their  own 
tree,  is  it  the  same  shape?  Here  the  children  who  bring  the 
specimens  help  out  with  their  knowledge,  but  even  they 
should  come  to  realize  that  the  Christmas  trees  are  but  the 
baby  trees — the  old  trees  would  be  so  big  you  could  not  get 
them  inside  the  house,  many  of  them  are  much  taller  than 
houses. 

,    To  impress    the   shape,   draw   a   picture   on    the  board. 
(Prang  Drawing  Book  No.  6.) 

Play  sense  games  of  seeing,  smelling,  tasting,  hearing  and 
touching.  (For  directions,  see  outlines  for  playing  sen^e 
games.  September  and  October. ) 

In  playing  the  game  have  the  children  feel  of  type  tree, 
say  spruce,  only.  When  they  are  lined  up  in  front  of  the 
class,  the  game  shall  be  to  tell  whether  they  touch  spruce  or 
not.  Be  sure  those  at  the  seats  see  which  ones  touch  spruce, 
if  that  be  the  type  tree,  and  which  ones  touch  something  else, 
and  that  children  at  the  seats  decide  which  are  correct. 

Have  the  games  go  on  with  snap. 

The  following  order  is  a  good  one  for  the  touching  game, 
first  placing  with  the  spruce  the  evergreen  most  unlike  it, 
then  one  differing  less,  and  so  on  to  the  one  most  like  it. 

Spruce. 
White  pine. 

Spruce. 
Arbor  vitae. 

Spruce. 
Austrian  pine. 

Spruce. 
Hemlock. 

The  following  order  is  better  for  the  smelling  games: 
Spruce.  Spruce. 

Arbor  vitae.  White  Pine. 

For  the  listening  games,  wave  one  of  the  large  spruce 
branches  in  large  circles.  Here  the  necessity  of  a  good-sized 
branch  is  seen,  the  smaller  ones  will-  not  give  off  the  sound  the 


37 

trees  make  when  the  wind  blows  through  them,  while  the 
large  branch  produces  an  excellent  effect.  A  handful  of  white 
pine  twigs  will  give  a  very  different  sound,  as  will  a  branch  of 
oak  that  still  retains  its  leaves. 

Have  the  children  listen  to  these  sounds  with  their  eyes 
open,  then,  closing  their  eyes,  tell  which  tree  is  talking. 

Tasting  Games.     (If  thought  desirable.) 

Played  as  in  the  touching  game,  substituting  tasting  for 
touch.  Taste  the  leaves  at  the  seats.  Arrange  for  a  little 
time  to  elapse  between  -the  first  and  second  tasting,  or  the 
strong  flavor  which  remains  in  the  mouth  will  prevent  the 
recognition  of  any  other. 

If  open  cones  have  been  obtained,  have  the  children  hold 
them  high  and  shake  them  to  see  the  seeds  fly  out. 

Have  the  children  find  the  leaves  on  the  tree;  they  are  so 
unlike  those  of  the  deciduous  trees  to  which  they  have  been 
accustomed  that  they  may  fail  to  recognize  them  as  leaves  at 
first. 

Why  are  these  leaves  fine  for  a  tree  that  keeps  them  all 
winter?  (Being  so  needle-like  the  snow  and  wind  can  slip 
through  them  as  it  could  not  through  the  leaves  of  their  tree.) 

Has  this  tree  any  little  friends  who  love  it?  (Little  boys 
and  girls;  little  birds.) 

After  all  these  sense  impressions  of  the  evergreens,  tell 
"The  Story  of  the  Forest,"  found  in  Story  Hour. 

TREES. 

January  and  February. 

During  the  cold  and  storm  and  stress  of  these  coldest 
winter  months,  how  are  the  little  buds  coming  on?  Invite  a 
few  of  them  indoors  to  see  if  they  can  tell  you.  (Unless  the 
tree  is  a  large  one,  do  not  try  to  have  more  than  a  twig  to 
each  two  children.) 

Suggested  Method. 

Have  the  children  tell  you  why  the}'  themselves  are 
dressed  so  differently  now  from  the  summer  time — to  keep  the 
cold  out;  why  they  button  their  coats  so  tightly  when  the 


38 

very  cold  days  come.     Recall  the  little  buds  they  studied  in 
November. 

Find  if  the  little  buds  have  a  coat.  More  than  one.  Are 
these  little  bud-coats  fastened  tight?  Feel  carefully  to  see. 
Can  you  get  your  finger  between  the  coats?  A  pencil  point? 
If  your  coats  were  fastened  as  snugly,  do  you  think  the  wind 
could  get  in? 

But  what  else  do  these  buds  have  to  stand?  (The  same 
thjngs  the  children  do  when  they  come  with  umbrellas — the 
rain  and  snow,  of  course.)  And  how  do  the  little  buds  get 
on  without  umbrellas?  How  do  some  of  you  get  on?  (Rain- 
coats. )  And  how  do  you  know  if  your  raincoat  is  a  good  one? 
(If  the  rain  does  not  come  through.)  If  some  one  can  think 
how,  you  may  test  this  little  fellow's  raincoat,  and  some  one 
will  think  to  drop  water  on  the  bud,  holding  it  as  the  old  tree 
holds  it,  and  dropping  the  water  as  the  water  falls  on  it  out  of 
doors.  The  water  will  roll  off,  satisfying  the  children  that  the 
bud  has  as  fine  a  raincoat  as  any  of  them. 

But  there  is  one  thing  more  that  sometimes  troubles  us — 
that  waits  for  us  around  the  corners  and  whistles  for  us  to 
come  on.  What  does  he  do  to  your  hats?  And  don't  you 
think  he  may  try  to  get  the  buds  off  the  old  tree?  Look  at 
your  twigs  carefully  and  see  how  many  buds  are  there.  Now, 
you  may  be  north  wind  and  see  how  many  buds  you  can  get 
off.  And  the  wonderful  adequacy  of  the  little  buds  to  meet  the 
hard  conditions,  puts  the  children  in  a  healthy  attitude  toward 
nature,  not  one  of  pity,  but  one  of  admiration,  full  and 
unbounded,  for  even  these  little  buds,  doughty  little  fellows, 
are  well  equipped  to  go  on  through  to  the  end  and  perform 
their  work. 

Suggested  Forms  of  Expression. 

i .     Continue  to  play  the  tree  in  different  kinds  of  weather. 

Play  you  are  the  tree  when  the  wind  whispers  so  softly 
that  the  tree  has  to  keep  very  still  to  hear  what  the  wind  says. 

Play  you  are  the  tree  when  old  north  wind  and  the  tree 
are  having  a  frolic. 


39 

The  tree  is  singing  a  loud  song;  show  how  it  makes  its 
song.  (By  the  waving  the  branches  violently,  etc.) 

2.  Paint  the  bare  twigs. 

3.  Cut  the  bare  twigs;  color  them. 

First  Grade.     (March  and  April.) 

In  Baltimore  the  buds  burst  during  these  months.  The 
children  should  see  the  change  in  color,  should  discover  what 
the  old  tree  has  been  hiding  all  winter  inside  these  little  coasts. 
They  should  be  glad  when  the  tree  makes  shadows  enough 
for  them  to  get  under,  for  now  the  lessons  under  the  trees  may 
be  resumed  as  often  as  the  weather  permits. 

77iere  is  just  a  right  time  for  the  lessons  on  twigs  in  the 
spring,  which  is  as  the  buds  burst;  otherwise  the  children  will  not 
see  the  connection  between  the  winter,  and  the  spring  and  summer 
life. 

It  is  impossible  for  an  adult,  and  many  times  more  so  for 
a  little  child  to  appreciate  what  is  packed  away  in  buds,  unless 
he  sees  the  leaves  and  flowers  unfold  before  his  very  eyes.  It 
is  one  of  life's  miracles  and  is  not  credited  in  the  heart,  save 
it  enter  through  the  senses.  *  *  * 

Suggested  Method. 

When  the  children  begin  to  leave  their  coats  unbuttoned, 
ask  them  what  beside  little  boys  and  girls  were  wearing  coats  in 
the  winter?  Why  do  the  children  leave  their  coats  unbuttoned? 
(So  warm,  of  course.)  Have  the  little  buds  begun  to  unbutton 
their  coats  yet?  (Bring  some  into  the  room.)  Would  the 
boys  and  girls  like  to  take  their  coats  off  altogether?  (Doubt- 
less many  of  them  would.)  Then  why  do  they  not  do  so? 
(Usually  their  mothers  insist  that  they  shall  keep  them  on.) 
Do  you  think  the  little  buds  may  be  getting  impatient  like  the 
little  boys  and  girls  to  take  off  their  coats.  Perhaps  their 
mother  is  making  them  keep  them  on,  and  she  may  be  making 
them  keep  them  buttoned  tight  long  after  the  children  have 
loosened  theirs.  When  a  cold  day  brings  wraps  out  again, 
call  the  attention  of  the  children  to  the  trees.  Could  she  put 
the  coats  on  again  if  the  buds  had  taken  them  off? 


40 

When  the  buds  begin  to  burst,  have  some  brought  into  the 
room,  for  close  examination,  during  the  different  stages  of 
unfolding. 

How  many  coats  are  there?  Find  something  the  color  of 
the  outer  ones,  the  inner  ones.  What  colors  are  they? 

What  have  they  been  hiding  all  winter?  (Some  of  the 
children  will  doubtless  answer  leaves,  but  you  will  have  some 
of  the  old  pressed  leaves  left  from  last  fall  which  you  can 
present  to  the  children  for  their  bewilderment,— for  that  guess, 
"which  is  often  more  fruitful  than  an  indisputable  affirma- 
tion," because  it  leads  to  further  insight  into  the  truth.  And, 
with  most  children,  it  is  a  guess  that  these  are  leaves,  the 
leaves  and  flower  being  too  small  to  suggest  what  they  are 
from  their  appearance.  L,eave  the  children  with  curiosity 
well  excited  as  to  what  they  really  are;  then  will  you  have  the 
tree  closely  watched  and  reports  galore  of  changes. 

This  is  the  time  for  twigs  in  the  schoolroom,  to  keep 
closer  watch  of  the  unfolding  of  the  buds. 

When  the  development  has  progressed  sufficiently  to  show 
the  leaves  beyond  a  question,  plan  another  lesson. 

Where  are  the  coats?  Can  you  find  where  the  coats  were? 
(They  have  left  scars,  usually  spoken  of  as  rings,  which  the 
children  may  discover.  Do  not  force  it,  however,  if  they  do 
not.)  How  many  leaves  were  in  the  bud?  What  color  are 
they  to-day?  How  long  are  they  to-day? 

Suggested  Forms  of  Expression 

Cut  the  tree;  color  it.  Be  careful  to  express  the  change 
in  color.  Paint  a  twig 

Continue  to  follow  the  development  of  the  buds;  on  some 
trees  the  blossoming  takes  place  before  the  leaves  appear, 
when  it  will  be  the  flower  buds  that  develop  first;  on  others 
the  leaves  and  blossoms  come  together  from  the  same  bud;  on 
still  others,  as  the  linden,  the  flowers  are  late  coming;  but, 
regardless  of  the  order  of  the  changes,  give  lessons  when 
decided  changes  occur.  This  means  that  you  must  be  a  close 
observer,  or  the  beauty  of  the  unfolding  of  the  buds  will  be 
lost  to  both  you  and  the  children. 


41 

Learn  over  again  to  recognize  the  tree  by 

1.  Sight. 

2.  Sound. 

3.  Touch — both  bark  and  leaves. 

4.  Odor. 

For  suggestions,  see  outlines  for  September  and  October. 

The  Flowers. 

Learn  them  by  sight  and  by  odor.  (See  sense  games  in 
September  and  October  outlines.)  If  possible,  see  some  of  the 
visitors  that  come  to  the  flowers  (the  bees,  flies,  etc.) ;  tell  any 
prett)7  child-stories  you  ma}7  know  about  the  blossoms.  This 
seems  sufficient.  Do  not  dissect  them,  do  not  teach  technical 
terms,  do  not  teach  things  in  which  you  may  be  interested 
because  you  take  to  classification — children  do  not. 

Growth  of  the  Tree  From  the  Seed. 

Have  the  children  watch  for  the  forming  of  the  fruit  on 
their  tree.  For  its  falling.  How  far  from  the  tree  has  it 
fallen?  Who  can  find  the  one  the  farthest  of  all?  Look  for 
some  that  have  started  to  grow,  mark  a  few  and  watch  them. 
Have  the  children  take  some  to  the  schoolroom  and  plant 
them  as  nearl)T  like  the  old  tree  plants  them  as  possible.  How 
deep  did  she  plant  them?  In  what  kind  of  soil?  Are  they 
doing  well?  In  the  case  of  the  tree  it  can  well  lose  many  of 
them,  so  it  is  best  that  the  birds  and  the  insects  get  some,  and 
that  others  do  not  grow  because  the  proper  conditions  do  not 
offer.  All  this  shortage  has  been  allowed  for  in  the  super- 
abundant harvest.  But  have  the  children  watch  some  seeds 
that  do  grow,  and,  imitating  the  conditions,  start  some  of  their 
own  in  the  schoolroom,  transplanting  them  later  into  the 
school -garden.  Silver  and  red  maple  germinate  in  early  part 
of  June. 

Care  of  the  Tree. 

As  occasion  arises,  call  the  attention  of  the  children  to 
the  effects  of  bruising  or  cutting  trees,  the  loss  of  sap. 
Have  them  look  on  other  trees  for  the  scars  left  from  former 
injuries. 


42 

If,  at  the  close  of  the  year,  we  can  look  back  on  material 
voluntarily  brought  us  before  school,  on  information  given 
with  all  the  eagerness  that  comes  when  confidence  and  common 
interests  exist  in  school  life,  to  little  faces  upturned  to  an  old 
tree  asking  of  it  its  secrets,  and,  best  of  all,  to  happy  hours  we 
have  spent  with  children  under  that  same  old  tree,  then  we 
may  be  assured  that  our  work  has  been  a  success. 

References. 

Leaves  at  play.  Frank  Dempster  Sherman.  Little  Folks' 
Lyrics.  (Quoted  in  text.)  (Windy  Day  in  Fall.) 

A  Story  of  the  Forest.     The  Story  Hour.      (Christmas. ) 

The  Story  of  the  Poplar.  Nature  Study  in  Elementary 
Schools.  Wilson. 

The  Tree.  Bjornson.  Lights  to  Literature,  III,  Nature 
in  Verse,  p.  26. 

A  Story  of  the  Wood.     Graded  Classics,  III. 

The  Boy  \Vho  Hated  Trees.  Graded  Literature,  III. 
(Second  Grade). 

Whispering  Pines  of  the  Forest.     Cyr,  II,  p.  126. 

How  the  Leaves  Came  Down.  Susan  Coolidge.  Through 
the  Year,  I,  p.  55. 

Linden  and  Oak. 

Bancis  and  Philimon.     Cooke's  Nature  Myths,  p.  71. 
Wilson's  Nature  Reader,  II,  p.  220. 

Oak. 

How  the  Oak  Tree  became  King.  Through  the  Year,  II, 
p.  54.  Stepping  Stones  to  Literature,  III,  p.  174. 

Poplar. 

Story  of  the  Poplar.     Wilson's  Nature  Reader,  II,  p.  230. 
The  Poplar  Tree.     Cooke's  Nature  Myths,  p.  56. 

Walnut. 

The  Walnut  Tree  That  Wanted  to  Bear  Tulips.  Wilson's 
Nature  Reader,  I,  p.  193.  Wiltze's  Morning  Talks,  p.  35. 

The  Burr.  (Poem.)  Nature  in  Verse,  p.  213.  (Tell  or 
read . ) 


43 
Songs. 

The  Tree's  Friends.  Gaynor.  Songs  of  the  Child  World, 
p.  74. 

The  leaves'  Party.  Gaynor.  Songs  of  the  Child  World, 
p.  64. 

WEATHER  CONDITIONS. 

"Robins  in  the  tree  top, 

Blossoms  in  the  grass, 
Green  things  a  growing 
f  Everywhere  you  pass  ; 

Sudden  little  breezes, 

Showers  of  silver  dew, 
Black  bough  and  bent  twig 

Budding  out  anew  ; 
Pine-tree  and  willow-tree, 

Fringed  elm  and  larch, — 
Don't  you  think  that  May  time's 

Pleasanter  than  March?" 

SKY  AND  WEATHER  OBSERVATIONS. 
General  plan  for  the  year. 

First  Grade. 

1.  Observations  and  stories  of  winds. 

a.  North  wind. 

b.  South  wind. 

c.  East  wind. 

d.  West  wind. 

2.  Observations  and  stories  of  clouds. 

3.  Observations  and  stories  of  the  moon. 

4.  Stories  of  the  sun. 

5.  Chart  work. 

a.  Picture  of  the  day.     Daily  record. 

b.  Picture  of  the  moon.      Weekly  record. 

Second  Grade. 

i .     Continue  observations  and   stories  of  winds,  clouds, 
the  moon,  and  the  sun. 


44 

2.     Chart  work. 

a.  Picture  of  the  day  through  first  half  of  the  year. 

Daily  record. 

b.  Winds ;  direction  in  a  very  general  way.     Oc- 

casional records  of   noticeable  winds  entire 
year. 

c.  Clouds ;    classification    in  a  very  general  way. 

Occasional    records   when   cloud    forms   are 
very  distinct,  the  entire  year. 

Winds. 

i 

When  the  north  wind  blows  so  that  the  children  are 
chilled  and  impeded  on  theif  way  to  school,  ask  them  what 
the  wind  did  to  them  this  morning.  When  they  have  told 
you  a  number  of  things— blew  off  their  hats,  made  their  noses 
red,  their  hands  cold,  made  the  leaves  dance,  etc. — tell  them 
a  story  of  the  north  wind,  preferably  one  that  personifies  it. 
Follow  the  same  plan  with  south  wind,  east  wind,  west  wind. 

Story  of  the  North  Wind,  page  151;  'Round  the  Year  in 

Myth  and  Song.      (Adapted  from  Hiawatha.) 
Story  of  the  East  Wind,  page  146.      (As  above.)  - 
Story  of  the  South  Wind,  page  149.      (As  above.) 
Story  of  the  West  Wind,  page  145.     (As  above.) 
Also  p.  65,  in  the  Chid's  World;     Poulsson. 

(Direction  of  winds  seem  to  be  hard  data  for  higher  grades 
to  get,  therefore  do  not  expect  these  little  children  to  do  much 
with  it.  But  there  are  other  things  beside  naming  winds  that 
are  important  for  us  to  know  about  them.  If,  through  simple 
observations  of  type  winds,  through  personifying  them  as  they 
do  Jack  Frost,  children  come  to  know  some  of  the  things 
Kabibanokka  (the  north  wind)  does,  or  the  east  or  south  or 
west  wind,  it  is  better  than  naming  a  meaningless  direction. 
Some  idea  of  direction  will  gradually  follow  through  such  sug- 
gestions as  "Where  does  Kabibanokka  live  ?  Point  toward  his 
home,"  etc. 

On  other  windy  days  call  for  other  observations  and  do 
not  hesitate  to  tell  the  same  story  again  or  have  children  tell 
it.  Use  the  stories  again  and  again  until  the}7  are  very  familiar 


45 

to  the  children.  Connect  these  nature  stories  and  poems  with  the 
phenomena  that  inspire  them  and  use  them  after  the  children  have 
observed  the  thing  itself. 

Listen  to  the  song  North  Wind  sings,  South  Wind, 
etc.  Whose  song  do  they  like  best?  Which  one  whispers 
oftenest  to  the  flowers  ?  Which  one  sings  the  loudest,  cheeriest 
song  in  the  winter?  (See  also  "  Trees.") 

Teach  some  extracts  like  the  following  : 

The  North  Wind  doth  blow, 
And  we  shall  have  snow, 

And  what  will  the  robin  do  then,  poor  thing  ? 
He'll  sit  in  a  barn, 
And  keep  himself  warm, 

And  hide  his  head  under  his  wing,  poor  thing. 

—OLD  SONG. 

' '  \Vhichever  way  the  wind  doth  blow, 
Some  heart  is  glad  to  have  it  so  ; 
Then  blow  it  east  or  blow  it  west, 
The  wind  that  blows,  that  wind  is  best." 

In  the  spring,  tell  the  following  when  weather  conditions 
suggest  it  : 

The  Wind  and  the  Sun.     Poulsson  ;  In  the  child's  world. 

Clouds.     Suggested  Method. 

Follow  the  above  plan  with  clouds.  When  they  are  very 
distinct,  like  the  fleecy  cloud  forms  piled  up  in  the  sky,  have 
the  children  notice  them  ;  what  do  the}7  think  they  look  like  ? 
Make  some  on  the  board.  Then  tell  a  story. 

Apollo's  Cows. 

Wilson  :  Nature  Study  in  Elementary  Schools.  Second 
Reader,  p.  4. 

High  above  us,  slowly  sailing, 

Little  clouds  so  soft  and  \yhite, 
You  are  like  the  wings  of  angels, 

Watching  o'er  us  day  and  night.    — SELECTED. 

On  bright  days  note  the  sunbeams;  let  them  shine  on  the 
face  and  hands  to  see  how  warm  they  are.  Does  the  little 


46 

schoolroom  plant  love  them  ?  How  does  it  sometimes  show  it  ? 
(Let  the  plant  stand  several  days  with  the  same  side  toward 
the  window  and  observe  how  it  bends  toward  its  friend,  the 
sun) .  What  else  loves  the  sun  ?  Does  the  schoolroom  canary 
sing  more  when  its  cage  hangs  near  the  window  ?  (The  cage 
should  not  hang  in  the  direct  sunlight  in  warm  weather. ) 
Teach  some  of  the  following : 

"  Little  yellow  sunbeam, 

Tripped  into  the  room, 
Sweeping  out  the  darkness 
With  her  golden  broom." 

"  '  Now,  what  shall  I  send  to  the  earth  to-day  ?  ' 

Said  the  great,  round,  golden  sun. 
'  Oh!  let  us  go  down  there  to  work  and  play,' 
Said  the  sunbeams,  everyone. 

So  down  to  the  earth  in  a  shining  crowd, 

Went  the  merry,  busy  crew  ; 
They  painted  with  splendor  each  floating  cloud 

And  the  sky  while  passing  through. 

'  Wake  up,  little  children! '  they  cried  in  glee, 

'And  from  dreamland  come  away! 
We've  brought  you  a  present,  wake  up  and  see! 
We  have  brought  you  a  sunny  day.'  " 

"  Good  morning,  merry  sunshine, 

How  did  you  wake  so  soon  ? 
You  have  scared  the  little  stars  away, 
And  driven  away  the  moon." 

Tell  the  following  : 

Phaeton,  Wilson's  Nature  Reader;  Book  II,  p.  36. 
Graded  Classics;  Book  II,  p.  143. 
Stepping  Stones  to  Literature;  Book  IV. 


47 

Teach  this  some  snowy  morning  : 

"  Old  woman,  old  woman,  old  woman,  so  high, 
You're  picking  your  geese,  the  white  feathers  fly." 

And  this,  another  one  : 

"  Tiny  little  snowflakes 

In  the  air  so  high, 
Are  you  little  angels 
Floating  in  the  sky  ?" 

Teach  this  some  rainy  spring  day  : 

Patter,  patter,  let  it  pour, 

Patter,  patter,  let  it  roar; 

Soon  the  clouds  will  burst  away, 

Soon  will  shine  the  bright  spring  day, 

Soon  the  welcome  April  shower, 

Will  awake  the  sweet  May  flower. — Selected. 

Chart  Work. 

For  suggestions  of  size  and  forms  see  diagram.  Use 
Manila  paper  or  tag  board.  Make  the  squares  2^  or  2  inches. 
Cover  the  squares  with  circles  on  which  the  picture  of  the  day 
has  been  made.  Have  the  children  cut  the  circles  which  you 
have  previously  outlined  with  a  compass  on  ordinary  drawing 
paper.  Give  each  child  a  slip  containing  two  or  three  circles. 
Have  the  cutting  done  during  a  seat  work  period.  (Do  not 
do  this  yourself,  it  takes  time  from  the  teacher  much  better 
spent  out  of  doors;  it  takes  excellent  cutting  lessons  from  the 
children.)  Cut  a  few  circles  from  silver  paper  for  the  moon. 
In  coloring  the  circles  remember  that  it  is  an  expression  of 
"the  kind  of  day  in  color"  you  are  seeking,  not  a  landscape 
or  a  picture  of  the  sky  ;  therefore  use  the  colors  of  the  poets 
when  they  talk  of  a  grey  day,  yellow  sunshine,  dark  weather. 
Do  not  use  colored  paper.  A  child's  expression  of  his  obser- 
vation cannot  be  made  through  the  medium  of  colored  paper, 
when  the  circles  done  by  children  often  show  as  complex 
pictures  as  the  following  :  at  the  left  pale  yellow,  made  by 
closely  paralleled  yellow  lines,  indicating  pale  sunshine;  toward 
the  middle  of  the  day  grey,  made  by  closely  paralleled  black 


48 

lines,  indicating  growing  cloudiness;  then  a  streak  of  white, 
a  snow  flurry,  followed  by  bright  yellow,  the  sunshine  after 
the  snow  fall. 

In  building  up  a  chart  from  day  to  day,  class  co-operation 
is  all  important.  From  a  number  of  devices  for  carrying  on 

1st  Plan.  At  the  close  of  the  session  when  the  record  is  to 
chart  work  the  following  two  are  offered  as  suggestive  : 
be  made,  five  children  pass  to  the  box  containing  circles,  secure 
one  each,  pass  to  their  seats,  take  their  crayon  boxes  and  with 
no  suggestions  from  teacher  or  pupils,  picture  the  day  as  they 
have  seen  it.  While  they  are  doing  this,  the  remainder  of  the 
class  sing,  or  recite  a  poem  in  concert,  or  listen  while  a  child 
recites  one.  When  the  children  have  colored  their  circles  they 
step  before  the  class,  hold  up  their  work,  and  the  class  selects 
the  one  that  looks  nearest  like  the  day  as  they  have  seen  it. 
The  child  whose  work  is  selected  gets  the  paste  and  secures 
his  circle  to  the  chart.  The  others  lay  theirs  on  the  teacher's 
desk.  In  this  plan  the  teacher  does  nothing  but  select  the 
children — no  passing  of  material,  nothing  whatever.  This 
work  requires  about  three  minutes. 

2nd  Plan.  At  the  close  of  the  session  5  children  are  chosen 
to  color  circles  which  the}'  make  on  the  blackboard.  They  select 
the  colored  crayon  they  wish  to  use  and  picture  the  day  as 
they  have  seen  it.  The  other  children  are  interested  in  watch- 
ing these  pictures  grow.  The  instant  the  circles  are  colored 
the  decision  of  the  class  is  asked — ' '  Which  picture  is  nearest 
like  the  day  as  you  have  seen  it  ?  "  The  child  whose  picture 
is  chosen  colors  a  paper  circle  and  pastes  it  on  the  chart.  He 
does  this  as  the  children  are  passing  out,  or  the  children  sing 
or  recite  a  poem  as  he  works. 

The  two  methods  suggested  above  will  secure  class  co-ope- 
ration. They  are  only  suggestions  however;  introduce  others 
that  will  bring  class  judgment  on  the  circle  which  goes  on  the 
chart. 

Chart  Summary.     (At  the  end  of  the  month.) 

The  children  count  the  number  of  sunny  days  ;  cloudy 
days  ;  partly  cloudy  days  ;  partly  sunny  ;  point  to  the  very 


49 

nicest  days  of  all.     Why  do  they  like  that  one  best  ?     Point  to 
the  darkest  day  ;  the  sunniest  week  ;  the  darkest  week. 

Further  for  Second  Grade  :  What  wind  has  visited  us 
this  month  oftenest  ?  What  other  winds  have  blown  ?  Point  to 
a  day  when  a  cold  wind  blew,  etc. 

The  Moon. 

This  is  made  part  of  First  Grade  chart  work,  not  that  it  is 
expected  the  children  will  be  taught  anything  about  moon 
phases,  but  because  so  many  pretty  childish  fancies  and  so 
much  interesting  children's  literature  cluster  around  the  moon. 
Children  love  the  night  sky.  Once  a  week  is  often  enough  to 
cut  the  picture  of  the  moon,  when  changes  are  very  percepti- 
ble. Do  not  have  it  put  up  unless  the  children  see  and  cut  it. 
Have  the  horns  of  the  new  moon  point  on  the  chart  as  they 
do  in  the  sky. 

"  Lady  Mt>on,  Lady  Moon,  where  are  you  roving? 

Over  the  sea. 

Lady  Moon,  Lady  Moon,  whom  are  you  loving? 
All  that  love  me." 

(The  Neiu  Moon.} 

"  If  I  were  up  there, 
With  you  and  my  friends, 

I'd  rock  in  it  nicely,  you'd  see; 
I'd  sit  in  the  middle 
And  hold  by  both  ends; 

Oh,  wrhat  a  bright  cradle  'twould  be. 

I  would  call  to  the  stars 
To  keep  out  of  the  way, 

Lest  we  should  rock  over  their  toes; 
And  then  I  would  rock 
Till  the  dawn  of  the  day, 

And  see  where  the  pretty  moon  goes. ' ' 

As  the  children  look  at  the  night  sky  they  will  notice  the 
stars  as  well  as  the  moon.  Teach  a  few  pretty  star- thoughts 
like  the  following: 


50 

"At  evening,  when  I  go  to  bed, 
I  see  the  stars  shine  overhead. 
They  are  the  little  daisies  white 
That  dot  the  meadows  of  the  night. 

And  often,  when  I'm  dreaming  so, 
Across  the  sky  the  moon  will  go. 
She  is  the  lady,  sweet  and  fair, 
Who  comes  to  gather  daisies  there." 

Further  stories,  myths  and  poems  related  to  this  topic: 
Moon — Diana.     Wilson's  Nature  Reader,  II,  p.  65. 
'Round  the  Year  in  Myth  and  Song,  p.  65. 
Rain — The  Rain  and  the  Snow.    Legends  of  the  Red  Children, 

p.  50. 
Rainbow — The    Rainbow.       Legends   of    the   Red    Children, 

P-  45- 
Sun — Phaeton  Drives  the  Sun  Chariot.     Graded  Classics,  II. 

Seasons — How   the   Summer   Comes.     Legends   of   the    Red 

Children,  p.  70. 
How   the  Spring    Comes.       Legends   of    the    Red 

Children,  p.  66. 

Persephone.     Cooke.     Nature  Myths,  p.  48. 
Wind — Bag   of    Winds.       Gayhy's    Classic    Myths,    p.    137. 

Graded  Literature,  Book  III,  p.  13. 
Odysseus  and  the   Bag  of  Winds.     Poulsson,  in   the 

Child's  World,  p.  69. 

Songs — Jack  Frost.    Gaynor.  Songs  of  the  Child  World,  p.  68. 
References  to  further  literature  and  songs  will  be  found 
in  reference  list  at  the  close  of  the  outlines,  also  in  Course  of 
Study  in  English,  1905-6. 


51 


OCTOBER,    1904 
(First  Grade) 


Monday 
3 

Tuesday 
4 

Wednesday 
5 

Thursday 
6 

Friday 

7 

Monday 
10 

Tuesday 
11 

Wednesday 
12 

Thursday 
13 

Friday 
14 

Monday 
17 

Tuesday 
18 

Wednesday 
19 

Thursday 
20 

Friday 
21 

Monday 
24 

Tuesday 
25 

Wednesday 
26 

Thursday 
27 

Friday 

28 

52 


OCTOBER,    1904 
(Second  Grade) 


Picture 
of 
Day 

Monday 
3 

Tuesday 
4 

Wednesday 
5 

Thursday 
6 

Friday 

7 

Winds 

Clouds 

Picture 
of 
Day 

Monday 
10 

Tuesday 
11 

Wednesday 
12 

Thursday 
13 

Friday 
14 

Winds 

Clouds 

Picture 
of 
Day 

Monday 
17 

Tuesday 
18 

Wednesday 
19 

Thursday 
20 

Friday 
21 

Winds 

Clouds 

Picture 
of 
Day 

Monday 
24 

Tuesdav 
25 

Wednesday 
26 

Thursday 

27 

Friday 

28 

Winds 

Clouds 

